Inclusion Now Articles Volume 1
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We Must Be Heard - A Black Parent Speaks Out about
Inclusion
Mixed Ability Teaching - An Inclusive Model?
Bill Makes Slow Progress - SEN & Disability Bill
Government Ombudsman rules against Camden LEA
Count Me In - Video Resource
The Inclusion Assistant - Helping Young People with High
Level Support Needs
Take Up Thy Bed and Walk - Book Review
Handling the Regulations - Service Users Fight Back
(Re: Manual Handling)
So Beautiful as a Piece of Gold - Siblings' tales
Atlantis - training disabled teachers
We Must be Heard - a Black Parent speaks out
By Maureen Johnson
As a carer of a child with disabilities, I think the thing I would like to
say about the importance of inclusion for me is that inclusion is a basic
human rights issue, and to me it brings a real emphasis and importance to
the understanding of equal opportunities. As a black person I've experienced
very much the different forms of oppression. I would just like to give a small
example. People often say "I don't really understand your experience
because I am not a carer, or I don't have a personal disability", but
long before I had a child myself, I used to work for children who were described
as disadvantaged, they had just come out of care or they had family backgrounds
which were problematic, and I felt this was a very virtuous job to do. I was
working with a young girl, most of the children were black, though there were
quite a lot of white children. The young girl I worked with had a brother,
they were often very close together, very quiet, very well dressed and well
presented, and I often wondered why they were there actually, because they
weren't like the other children. One day we took them out to a playground
and we bought them all an ice cream, and they were all really excited to get
this ice cream at the end of the day, and they were saying things like "One
each? Can we have one each?" and we said "Yes, sure, one each".
Being playful with this little girl I said to her "I'd like a bit of
your ice cream" and grabbed it from her and bit a bit out of it and gave
it back to her and she was SO UPSET. I was really surprised, I mean I had
been very playful, I had known her for quite a while and I had always tried
to be one of the girls and play with her. I never really regained her trust
and close relationship from that point on. Years later I was sent a newspaper
clipping which told the story of a single parent mum and her two children,
a boy and a girl, who died of hypothermia in the particularly cold winter.
The sender was a colleague who recognized that it was this girl and her family.
The reason why they had died was because they were so poorly nourished. The
mother chose to pay off her debts rather than spend a lot of money on clothes
and food and heating. I remember after reading that feeling really sad about
their loss and about their death and about the relationship I had had with
them, and really just how I had totally misunderstood their position in society.
I saw them as not really having a problem to fit into society. I had remained
really ignorant, I had never thought to look any deeper. I just did my job.
I didn't care really to look into their circumstances. I didn't ask her "Would
you like me to have a piece of your ice cream?" and waited for her response
and respected it if she had said "No." I feel it relates to my present
situation where quite often my son isn't asked what he would like in situations,
people don't wait to hear his response, they don't try to facilitate his full
involvement, his full communication, because they don't really see the full
picture, and they don't see him as really being that important, it's a job
to them. But I can collude with that in that I can really struggle on my own
and not ask for help, not speak up for him sometimes when he is not being
heard, when he is being ignored and say "Look this isn't right, you can't
ignore him, he has a right to be heard". One of the reasons we do this
as black people is quite often because we bring with us a lot of shame about
not coping, we've come from a place where we've had to fight for recognition
and a presence and understanding and acceptance, and we have to continue to
be strong and be powerful, and be cool and detached, and its very hard to
talk about your weaknesses. Other people in our society can find it shameful
if you have a child with a disability, with an impairment, and you can fight
against it, but sometimes you can feel you are taking on board some of that
as well. I am aware, however, that there are a growing number of us who are
challenging this, who are finding strength in speaking up for our children,
who are saying that this is part of our fight, this is part of the fight of
black people, its part of our strength to say that we must be heard, we must
be seen, we must be taken into account, we have something of value to contribute,
and its not that hearing what we've got to say or including us will benefit
just us, but that it will benefit you as well, that the qualities we have
to offer are phenomenal, are amazing, and only by including us can you benefit,
as we can benefit, so thank you very much. Speech at the Lambeth Inclusion
Workshop, run by Parents for Inclusion, Nov 1999
Mixed Ability Teaching - An inclusive Model?
How does mixed ability teaching assist an inclusive model of education? In recent years, there seems to be a movement away from mixed ability teaching and back to the older, more 'traditional' models of streaming and setting. This is a direct response to three main factors: the pressure put on schools from public tests which start as young as seven years old; the league tables which publish these results in the national press; and, OFSTED reports which can change a school's reputation by declaring it a success or 'naming and shaming'. 'Mixed ability' teaching has as its basic principle the understanding that all children have differing talents and skills and therefore the teacher's responsibility is to fit learning materials to the learning needs of each student. On the other hand, 'streaming' relies on the results of tests to determine fixed groups. In a streamed school, students are likely to be in one class for all their subjects, regardless of the fact that a student might be at different stages in different subjects. 'Setting' is a slightly more flexible version of streaming but also uses test results. Mixed ability grouping is undoubtedly challenging for the teacher, but it forces them to acknowledge that within each class there are individual students who learn and develop in different ways. At its best, it encourages imaginative ways of working which enable children to draw off each other's strengths. Collaborative learning works best in a mixed ability classroom because there is greater flexibility to organise students into a variety of supportive groups. In a well organised mixed ability class, everybody has something to offer and nobody needs to be left out. It's true that some subjects lend themselves more easily to mixed ability teaching and others like languages or science, which lead to fixed, content based examinations might seem to require some form of setting. But even in these subjects, decisions don't have to be made years before the students will sit these exams. Some schools seem to be using anxiety about their exam results to 'set' students from the minute they start their secondary education. Mixed ability teaching should be sustained for as long as possible, giving young people the opportunity to develop alongside their peers. Those who argue in favour of streaming or selective education are almost always the ones who imagine their children in the top class or the 'best' school. In the real world of exams, test results and competition, only 10% of children will achieve this and the rest must settle for an education which is inferior and limited. Students are much more likely to stay motivated and enthusiastic about learning if they are taught in a situation where their achievement is valued and where they feel included. Mary Phillips and Lois Keith (both practitioners of mixed ability teaching for many years!)
Bill makes slow progress
As we go to press the new SEN and Disability Bill is slowly grinding its way through the Lords before coming back to the House of Commons. The debates in the Lords ranged from very enlightened to appallingly ignorant but things are beginning to look hopeful. Indeed with a General Election seeming imminent, we were becoming afraid that the Bill would run out of time. However, it is an ill wind that blows no good, the dreadful Foot and Mouth crisis will delay the election and probably allow the Bill to become Law. For the first time the Bill recognises that disabled young people can be the target of discrimination by and within the education system. People will have to justify any treatment of disabled young people which could be considered 'less favourable' than other young people. This will apply to admissions policies, school events, access to the curriculum and examinations. Hopefully the need to comply with the new legislation will encourage schools to take the time to do training, read and watch materials of Disability Equality and Inclusion. The Bill, once in the statute book, is a framework which we can improve and strengthen with everyone's help. In the next issue we will hopefully be able to report on the details of the final Bill and celebrate a great achievement.
Local Government Ombudsman rules against Camden LEA
Having fought a long and difficult battle to get my daughter Zahrah (aged 13), who is disabled, into a mainstream secondary school, I am pleased that my complaint to the Local Government Ombudsman against the delays by Camden LEA has been upheld. I hope this will mean that disabled children and their parents will have more confidence in asking for a mainstream school place and that the LEA will listen more carefully to their views. In our case, Zahrah lost out on her schooling and I was subjected to considerable stress as I waited month after month for the LEA to issue a statement. I am delighted that our terrible experience has helped the LEA move on and make better provision for disabled children - I think it is a fundamental denial of human rights that so many disabled children are still segregated in special schools against their and their parents wishes. It is not just a local issue but at national level, the SEN and Disability Bill that is currently going through parliament, it is hoped will also address this injustice and give the chance for disabled children and their families to live more normal lives in society. Preethi Manuel
Count Me In
Last summer I was privileged to visit twelve schools around
England and Wales which had and were developing inclusive practice. This was
in my role as Associate Producer on 'Count Me In' for Channel 4. The films,
2 x 30 minutes- The Big Picture and Teachers- were jointly funded by the DfEE
and Channel 4. The idea was developed over 4 years by myself and Sally Wells
of Arcadian who produced and directed the films. The films are aimed at mainstream
teachers and others with an interest in inclusion. By talking to teachers,
pupils, parents and educationalists about their experience of inclusion and
filming in schools where it is happening, they develop the understanding of
the audience that inclusion is happening in many schools and that it is nothing
out of the ordinary. Inclusion is seen to be more than addressing barriers
in teaching and learning, the physical environment, or developing sensory
or communication support. Inclusion is seen to be about addressing existing
attitudes and prejudices and to be an opportunity to restructure teaching
and learning so all children can participate in the full life of the school
and learn. The importance of developing emotional intelligence is also highlighted
in effective ways of including children with challenging behaviour and those
who are isolated or vulnerable to exclusionary pressures. A number of the
most common concerns teachers raised are answered with examples of good practice
from the schools we visited. The films have been well received when first
transmitted in January 2001 and at a screening and launch held at the Inclusion
Centre in Vauxhall on 26th January 2001. They will be screened again by Channel
4 on Wednesday 16th May 2001 from 5pm to 6pm. SNAP SHOTS Rawthorpe High School,
Huddersfield Rawthorpe High School in Huddersfield is a small secondary school
with just under 500 pupils and about 60 have statements of SEN. 30 of these
pupils were labelled as having learning difficulties. Kirklees LEA and Barnardos
ran an inclusion project at the school to include pupils with learning difficulties
as very few pupils with learning difficulties were successfully transferring
from primary to secondary schools. Debbie Rolls head of inclusion says:- "at
first it was more integration because it was conditional upon the learning
support assistant being there for a particular child. We've now moved to a
model where the support is there, to support the curriculum (LSA's are attached
to different subject areas).Children are able to access learning through the
support being in place. In our last OFSTED inspection (2 years ago) this was
seen as a real strength and the LSA's were praised for the way they were able
to differentiate work and meet the needs of a large variety of pupils in the
classroom. Standards at the school have risen since the inclusion project.
The number of pupils gaining 5 A*- G grades has reached 95% with all Year
11 pupils on the project getting 6 GCSE's. The feeling across the school is
that the presence of more support has been beneficial to all children in the
school." Lister Community School, Newham. Lister is a secondary school
which is resourced for deaf students. The school has groups of deaf pupils
in one class in each of Years 7,8,9. There are sign interpreters in every
one of these classes lessons. The school also employs deaf adults as sign
language instructors to develop the deaf students sign language. All pupils
get some basic sign language in modern languages and there are clubs at lunch
time and after school for hearing pupils to learn sign language. Jill Kirk
who is the teacher for the Deaf at the school says . "It is really important
we don't ignore the whole thing around deaf culture and the deaf community.
Here deaf pupils are getting the benefit of being together as sign language
users and at the same time they feel at home in the hearing world". Brookside
School, Stockport. Stockport decided to move towards inclusion and has additionally
resourced a number of primary schools to meet the needs of pupils with 'severe
and profound learning difficulties'. The building was adapted for physical
access and additional teaching and support staff were appointed. The school
currently has seven such pupils in five different classes. The children remain
in their peer groups as they move up the school with their friends. The pupils
are an essential part of making the inclusion work by supporting and accepting
the disabled pupils as equals. Again achievement in the school has gone up
and the pupils with learning difficulties are achieving things they would
never have done in the old school for severe learning difficulties. Hogarth
Primary School, Nottingham The school welcomes all pupils from its diverse
inner city catchment. Through individual programmes of work, counselling,
additional support and cirles of friends a wide diversity of pupils are included.
School policiy states:- "We will, through carefully planned programmes
of work, help each child realise his or her true potential within an environment
which nurtures spiritual, moral, emotional, intellectual, aesthetic, cultural
and physical growth" "We will educate and develop all our pupils
whatever their sex,colour, origin, religion, social status, ability or disability
through equality of opportunity" "We will encourage, through the
learning opportunities provided, the development of skills and attitudes to
enable each individual to contribute to society in a positive way" "At
all times we shall seek to foster a partnership with parents, carers and the
local community." "We will encourage everyone within our school
community to treat each other with respect and good manners and show concern
for the environment" I watched Karl who has a learning difficulty and
autism with his circle of friends. It was clear he had made significant progress
in taking part in class activities and playing with other children due to
the support he had got from his peers in his circle. It was also clear that
other children with challenging behaviour had benefited themselves from being
in Karl's circle. Richard Rieser
'Count Me In' is available on video for £10 plus £1.50 postage
from: Disability Equality in Education, Unit 4Q Leroy House, 436 Essex Road,
London N1 3QP.
The Inclusion Assistant: Helping Young People with High Level Support Needs
in Mainstream Education.
A consultation with Young Disabled People and their Parents.
There is widespread agreement that Learning Support Assistants play a vital
role in the inclusion of young disabled people in mainstream education. There
is agreement also that this role has been undervalued and that something needs
to change. However, research and proposals into their role, training and management
is moving in the direction of attaching them to teachers and classrooms, instead
of individual young people. They are to be re-named 'Teacher Assistants'.
For young people with high level support needs this simply will not work.
These young people already have to fight the hardest to be placed in mainstream
schools and to be adequately supported. Their voice was absent from the research.
So the Alliance for Inclusive Education felt the need to make sure their experience
and thinking was made known to all policy makers before disaster struck. We
brought together eleven young people with high-level support needs at a residential
weekend at Ashwellthorpe Hall in Norwich. Each young person had one parent
and an assistant / interpreter, so the parents and the young people could
work in separate workshops. The young people were asked what made an 'LSA
from Heaven', and then an 'LSA from Hell'. After much discussion, they wrote
and video'd a Charter for Learning Support Assistants. Whilst they were preparing
their Charter, the parents met and were asked a series of questions about
their role in the recruitment, training and management of their child's assistants.
It became apparent that none of the young people would have been in mainstream
school if it were not for the voluntary labour of at least one parent, many
of whom had stopped work in order to support the placement. Indeed, at the
time of the weekend, two of the young people were not in school at all. Parents
felt that they were undervalued as trainers of LSAs, but overly relied upon
to plug all the holes in their child's provision. This ranged from fundraising
for their salaries, training LSAs in Facilitated Communication, Computer skills,
lifting and personal care, how to implement Individual Education Plans, using
communication aids and understanding how to support their children's friendships.
Many of the parents had 'stood in' for absent LSAs or been forced to keep
their child at home because the LSA was ill or had left. All the parents felt
that the poor pay, lack of training and low status led to a rapid turnover
of uncommitted staff, and this left a huge ongoing task for both the child
and the parent to be constantly bringing on new recruits. Parents and young
people felt also that teachers did not understand the role of the LSAs or
how to work collaboratively with them. This is made worse by the lack of paid
planning time for such collaborations to happen. Key amongst the recommendations
from the weekend is that a new role of 'Inclusion Assistant' be developed
for young people with high level support needs, which is additionally resourced.
This role needs to be based on the principles of independent living developed
by the Disability Movement. Within this framework, the child has increasing
control over who provides personal assistance, what they do and how they do
it. The role is primarily to facilitate the child's participation in the demands
of their life. This can involve personal care, use of technological aids,
translating, scribing, moving around, keeping safe, and making friends. Most
young people need a team of two or three assistants to take turns, as the
intensity of the work within a busy school day is too much for one person.
However, more than this number was highly counterproductive. It is commonly
thought that it is because of this intense and highly skilled support that
young people who are 'Severely or Profoundly Disabled' are better served in
Special Schools. Our experience shows that this group of young people are
not served well anywhere, because the expectations for their future is so
low. Several of the young people at the weekend had transferred from special
schools to mainstream schools because they felt that they were simply being
prepared for an institutional life, a life they were not prepared to accept.
The weekend was both alarming, in the degree to which it uncovered deeply
unsatisfactory practice, but also exciting in that we can begin to describe
in detail the new infrastructure which must be built in every LEA for inclusion
to become a reality for all children, not only those with full-time warrior
parents. A full report and video has been made of the weekend, which we launched
on March 10th at our Centre in London. The report pack (including video) is
available at an all inclusive price of £10 from the Alliance for Inclusive
Education. Please write enclosing a cheque made out to 'The Alliance for Inclusive
Education'
Take up thy bed and walk
Death, Disability & Cure In Classic Fiction for Girls
by Lois Keith published by The Women's Press 2001 £11.99 paperback Review
by Christine Wilson
What Katy Did, Heidi, The Secret Garden and Pollyanna are all classic novels
featuring a miracle cure - a character who literally gets up and walks away
from illness or paralysis. Such stories were commonplace in the second half
of the 19th century and, implicit in them was the idea that disability and
physical suffering were a punishment for wrongdoing. Girls who got into scrapes
could not enter womanhood unless they were tamed, and an accident was the
perfect plot device through which this could be accomplished. Other characters,
like Beth in Little Women were simply too good to live, and died so that another
character could be redeemed by their example.
For me, the publication of Lois Keith's compelling critique of the representation
of disability in classic Victorian children's fiction is a cause for multiple
celebrations. Firstly I think we should all cheer its rightful place in the
mainstream of literary criticism heralded by a complimentary half page review
in a Saturday edition of 'The Guardian' and an interview with Lois on Radio
4's 'Woman's Hour'. The more we get these ideas out into the public domain
the better, say I! Until recently there has been little general academic interest
in the widespread use and significance of disability as a dramatic or narrative
device, and certainly, not much (if any) which approaches it from a disability
equality perspective. Here at last, though, is a cogent and well-argued analysis
of the genre from a writer who underpins her thesis with the authority of
her own experience as a disabled woman and activist. Lois' detailed retelling
of the classic stories is helpful for readers like myself who grew up not
reading, or even interested in the genre. As a child I often wondered what
gripped my friends who raved about "What Katy Did" and "Little
Women". Domestic drama left me cold, unlike "boy's" stories
and myths and legends from around the world. It wasn't until I read "Jane
Eyre" at about 13 that I could find any grounds for identification with
a Victorian heroine. But "Jane Eyre" is exceptional in the context
of Lois' argument because it was written for an adult audience and not as
a "tool to shape the young to the needs of that society." However,
Lois is right to focus on Jane's childhood. For me, that part of the novel
had the greatest impact when I first read it because it was Jane's childhood
alienation that resonated with my own experience of institutionalisation and
sense of being an outsider. Because most of the books Lois explores, except
"Jane Eyre" and "The Secret Garden" were unfamiliar to
me, I realised, with a sense of relief as I read on, that what I'd missed
was growing up internalising some pretty damaging stereotypes. Lois also unearths
the roots of other concepts and images of disability that continue to have
a tenacious hold on the national psyche. One is the notion that the individual
is to blame for their impairment because of some inherent psychological or
moral flaw but the exertion of willpower can bring about a cure. All it needs
for them to "take up their bed and walk" is that they should love
themselves / be obedient / put other people first. Lois goes on to spell out
how, today, a close variation on these ideas continue to be broadcast by high
profile disabled people like the actor Christopher Reeve. One of the great
merits of "Take Up Thy Bed And Walk" is its attention to detail.
She makes some sharp comments that made me laugh out loud, notably: "Few
would try to cure chicken pox with willpower, yet for mysterious diseases
like cancer, and even for incurable conditions like spinal cord injury, such
interpretations thrive." Those of us who are teachers or trainers now
have a comprehensive source of excellent examples to illustrate many of the
points we might want to make about the cultural history of disability. I don't
agree with Lyn Gardner in 'The Guardian' when she chides Lois for "seemingly
being resigned to the fact that disabled people will continue to be relegated
to the realm of metaphor." I think Gardner has missed a very important
point. It's actually the kind of discussion that Lois has presented - informed
by feminist theory and disability politics - that exposes the roots of stereotyped
ideas about disability and helps bring disabled people out of the "second
fiddle" position and into the centre of the narrative and life. Chris
Wilson
Handling the Regulations - Service Users fight back
Some people at work kept dropping heavy boxes. A small piece of legislation brought in to see if equipment, or better lifting techniques could help, has snowballed, solidified and is now rolling all over human services. A box however does not need rights, it does not feel pain, become isolated, frightened, or powerless. Human beings do feel all these things, but when it comes to being lifted, we have no more rights than those heavy boxes. We are called 'animate loads' and are being subjected to ever more inhumane policies in the name of manual handling regulations. The Council for Disabled Children recently hosted a meeting bringing together members of the voluntary sector including the Alliance, Barnardos, The Children's Society, and the National Centre for Independent Living with the Department of Health and the Health and Safety Executive. Jane Campbell of NCIL chaired the meeting. Research shows that within family based short break services, 41% are suspending existing placements and 66% were unable to provide new placements because of lifting and handling issues*; disabled children are being forced to go to boarding schools because of lack of assistance at home; teenagers in school are being told to wear nappies because they can no longer be lifted on the toilet; children are not being put into standing frames or even lifted back into their wheelchairs when they have fallen out**. Disabled adults are ringing the NCIL helpline in great distress because Personal Assistants are refusing to lift, although no-lifting policies have never been recommended by either Europe, the Royal College of Nursing or the Health and Safety Executive, all of whom have been blamed. It was agreed at the meeting that: Equipment, whilst useful, will never eliminate the need for lifting in community settings That the person being lifted should have some say about how that should happen That equipment is often unavailable, expensive, unsuitable or breaks down Most services do not have a budget for equipment and little money for training in risk assessment or lifting and handling techniques That the ability to lift certain weights can be a requirement in a job description (like the ability to drive - a far more statistically risky activity) That some current non-lifting policies are probably in contravention of the Disability Discrimination Act. On this last point a member of the Disability Rights Commission agreed to get a 'Legal Opinion' on one or two test cases. Everyone at the meeting agreed to be part of a working group to help produce acceptable guidelines for service providers which would acknowledge that a person is not a box, a school is not a hospital, and Insurance companies cannot run the world. Micheline Mason *Ref.: 'The Effect of the Manual Handling Regulations of family based short break services', Vicky Jones & Christine Lenehan, Shared Care Network, Aug 2000 **Ref.: 'Manual Handling Policy', a discussion paper by Preethi Manuel, Jan 1999
So Beautiful as a Piece of Gold
by Michael and Ellen Goodey
Ellen
My sister's name is Ellen. She has Down's Syndrome. I, her friends and family
don't find anything different or wrong with her. I mean, she isn't different
from any other girl her age. She goes to a comprehensive school, has a lot
of friends, likes chart music and has a boyfriend etc. She enjoys school,
does well and has big hopes. She likes to be independent and it really gets
on her nerves when people make a fuss over her. She enjoys life a lot (why
shouldn't she?) and doesn't worry much about anything. That just rounds up
Ellen. Michael J Goodey
Dear Pippa and Jill
Ellen took a look at Michael's contribution to the book and decided to write
something herself. I am enclosing it with 'conventional spelling' version
(her school's way of putting it). All the best, Chris Goodey
Michael
My berths name is michael I cun tell his hobis are fotboll gerik planno he
liks play ign out he gos to a good school he einjays life he is relly exited
heis 12 and no boy is like my berth he is good looking and no difnt michael
has a iot of fiends he is not tlat tipof boy ttat runs er way he liks coke
a lot but sell he duses make the werld so buttfol as a piss of gode. My brother's
name is Michael. I can tell his hobbies are football, Greek, piano. He likes
playing out. He goes to a good school. He enjoys life. He is really excited.
He is 12, and no boy is like my brother. He is good looking and no different.
Michael has a lot of friends. He is not that type of boy that runs away. He
likes Coke a lot. But still he does make the world so beautiful as a piece
of gold. Ellen Goodey Reproduced from 'Telling Our own Stories - Reflections
on family life in a disabling world', a collection of writing edited by Pippa
Murray and Jill Penman. Available from Parents with Attitude, PO Box 1727,
Sheffield S11 8WS. Price £8.00 plus £1.50 p&p
Atlantis
Gil Cleeton
I have obtained a grant from the European Social Fund for a project called
ATLANTIS, which means 'Accelerated Teaching and Learning in the Teacher-Shortage
subjects for people with disabilities'. The teacher-shortage subjects are
Mathematics, Science, Languages, Design and Technology, and Information Technology.
People with disabilities are vastly under-represented in teaching.The project
is free to participants, who would not lose their existing allowances. The
project aims to help people to train to become teachers, either by: Giving
preliminary training to access formal training Introducing them to a degree
in one of the teacher-shortage subjects Introducing them to an education degree
Introducing them to a postgraduate certificate in education Helping them to
transfer training to one of the teacher-shortage subjects The project would:
Improve entry grades for teacher training Help with lesson preparation during
training Provide adaptive hardware and software Provide mentoring during training
Provide distance-learning materials Provide foreign language translation software
Provide materials from the National Grid for Learning Show people with disabilities
doing effective teaching Many Government incentives are available to participants
e.g. Golden Hello and Fast-Track programmes and of course the existing DSA
- Disabled Students' Allowance. Salary may be paid during training. Experience
and skills are counted for entry, as well as qualifications. Part- and Full-time
flexible timetables are available. It is highly likely that people would obtain
a secure job at the end of teacher training. Further details available from
Gil Cleeton, Manchester Metropolitan University. Email: gcleeton@hotmail.com
Tel: 01785 823 126 Fax, Answerphone and VoiceMail: 0870 122 6715