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When will these issues be addressed?
In the realm of education, inclusivity and accessibility should be the foundation of any society aspiring for progress. However, in the case of special education schools in the United Kingdom, there exists a troubling narrative of systemic failings. Despite efforts to provide tailored education for students with diverse needs, the British educational system’s shortcomings in special education have cast a shadow over the pursuit of equal opportunities for all.
One of the main challenges facing special education schools in the UK is inadequate funding. These institutions often struggle with limited resources, hindering their ability to provide the necessary support for students with special educational needs. Insufficient funding results in larger class sizes, fewer specialized staff, and a lack of essential resources, all of which are detrimental to the quality of education these schools can offer. Furthermore, the heavy reliance on the UKs crumbling social care services and the overstretched NHS within special education settings exasperate poor outcomes for children and young people.
Special education students require a range of support services tailored to their individual needs. However, the inconsistency in the provision of support services across different regions of the UK is a glaring issue. Disparities in access to speech therapists, occupational therapists, and other essential services create an uneven educational landscape, leaving some students without the critical support they require to thrive.
Effective collaboration and communication between educators, parents, and support professionals are vital for the success of any special education school. Unfortunately, there is often a lack of seamless coordination. The lack of collaboration can and has result in fragmented support for the students, hindering their overall development and thus making it difficult to implement cohesive and effective educational plans.
The success of special education programs relies heavily on well-trained and empathetic educators. Unfortunately, the British educational system falls short in providing comprehensive training for teachers, working in special education schools. Many teachers express a lack of preparation to address the unique challenges posed by students with diverse needs, leading to a gap in understanding and effective teaching strategies. It is also important to note that many staff members that work within special education settings are not trained teachers, although they have been given the title of teachers. This further leads to inadequate education for children and young people. Moreover, post-covid has seen a high staff turnover within these settings. There have been many reports that have alluded to the notion that British schools are failing our children, but it seems that children from special education provisions are ignored, and families are dismissed when concerns are raised about the lack of education and preparation for the ‘real world’.
I am also critical of the overreliance of labelling students with specific disabilities. While categorization can be useful for designing targeted interventions, it can also lead to a narrow understanding of a student’s capabilities and potential. This labelling approach inadvertently contributes to stereotypes and stigmas, limiting the opportunities available to students with special needs….. There tends to be a focus on the troubling history of the way people with disabilities in the UK have been treated, but what I find interesting is there is a sense of disregard for the issues that are occurring in the here and now.
There is also a lack of special education provisions in the UK. This has led to many children with additional needs without a school place. And while a specific figure of the number of children being excluded from education has not been disclosed, West Northamptonshire, has awarded families over £49,000 over special education failings in 2023 (ITV, 2023). Furthermore, Education health care plan recommendations (EHCP) have not been followed within schools. These are legally binding documents that have been continuously dismissed which has led to further legal action against West Northants council in recent years (Local Government and Care Ombudsman, 2023).
The failings in special education schools have repercussions that extend beyond the classroom. Many students who leave these schools face challenges in transitioning to higher education, entering the workforce or living independently. The lack of adequately tailored support for post-education opportunities leaves these individuals at a disadvantage, perpetuating a cycle of limited prospects, which inevitably pull people with disabilities into a cycle of poor health and poverty (Scope, 2023). The disability employment gap in the UK is 29% and the average disabled household faces a £975 a month in extra costs (Scope, 2023) access to employment and financial independence is out of reach for disabled people due to failings within education because lack of preparation for life beyond school.
There needs to be reform in British schools from mainstream to special education. There are failings across the board. Adequate funding, improved teacher training, consistent support services, enhanced collaboration, and a shift away from overreliance on labelling are all crucial steps toward creating an inclusive educational environment. It is difficult to draw on optimism when the UK government continues to ignore age old concerns. This blog entry is to bring awareness to an issue, that may not be on your radar, but will hopefully get you to reflect on the copious barriers that people with disabilities face. Childhood should be a time when there is a fence built to protect children is schools. As we get older and face the challenges of the wider world, we should be equipped with some skills. Special education schools should not be used as a holding place until a child comes of age. There should be provisions put in place to give all young people an equitable chance.
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The Good Doctor has me thinking…
Recently I have begun watching ABC’s The Good Doctor, which is a medical drama based in the fictional, yet prestigious, San Jose St Bonaventure Hospital and follows the professional and personal journeys of a number of characters. The show is based on a South Korean tv medical drama called Good Doctor and is produced by Daniel Dae Kim and developed by David Shore (creator of House). The main character is Dr Shaun Murphy who has Autism. He is a surgical resident in the early seasons and the show focuses on how Dr Murphy navigates his professional and personal life, as well as how the hospital and other doctors, surgeons, nurses and patients navigate Dr Murphy’s style of communication and respond to him. As a medical drama, in my humble opinion, it is highly entertaining with the usual mix of interesting medical cases and personal drama required. The characters are also relatable in a number of different areas. As a springboard for a platform to talk about equality, equity and fairness, it is accessible and thought-provoking.
A key focus of the programme is the difficulty Dr Murphy has with communication. Well, I say difficulty in communicating, but in actuality I would say he communicates differently to what is recognised as an ‘accepted’ or ‘normal’ form of communication. Dr Murphy struggles to express emotions and becomes overwhelmed when things change and are not within his controlled environment. A number of his colleagues adapt their responses and ways of interacting with him in order to support and include him, whereas others do not and argue that despite his medical brilliance, and first-rate surgical skills, he should not be treated differently to the other surgical residents, as this is deemed unfair.
Whilst watching, the claims of treating all surgical residents equally, and ensuring the hospital higher-ups are being fair; notions of John Rawls’ writing scream out at me. Students who have studied Crime and Justice should be familiar with Rawls’ veil of ignorance, liberty principles and difference principle, in particular with its reference to ‘justice’. But the difference principle weighs heavily when looking at how Dr Murphy functions within the hospital institution with its rules, procedures and power dynamics which clearly benefit and align with some people more so than others. Under the veil of ignorance, maybe an empathetic doctor or surgeon is not required, but a competent and successful one is? Maybe being empathetic is a personal circumstance rather than an objective trait? For Rawls, it is important that the opportunity to prosper is equal for all: and this might mean the way this opportunity is presented is different for different individuals. Rawls asks us to consider a parallel universe and what could be (a popular stance to take within the philosophical realm): why can’t people with autism be given the chance to save lives and perform surgeries just because they cannot communicate in a way deemed ‘the norm’ when dealing with patients.
It is possible that I am over-thinking this. And when I ask my partner about it, they raise questions about why Dr Murphy should be given different opportunities to the other residents and the harm Dr Murphy’s communication barriers could and do cause within the series. But I feel they are missing the point: it is not about different opportunities, its about different methods to ensure they all have the same opportunity to succeed as surgeons. It is not about treating everyone the same, which might on the surface appear to be fair, it is about recognising that equal treatment involves taking account for the differences. Why should Dr Murphy be measured against norms and values from an institution which is historically white, non-disabled, male, and cis-gendered? This might appear to be a lot of thought for a fictional medical drama, but to reiterate it’s an excellent programme with plenty to think about…
Bibliography:
Rawls, J. (1971) A Theory of Justice. Oxford: Oxford University Press.
Ryan, A. (1993) Justice. Oxford: Oxford University Press.
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When I grow up what will I be?
Wherever I go in life, whatever I do, as long as I am helping others and making a positive difference, I will be happy”
For many years, that has been my take on looking for jobs – helping people, and making a positive difference.
What will I do with my life? Where will life lead me? I’ll say my prayers, and find out!
As a child (between 5-9 years old), I wanted to be a nurse; I have a caring nature, and love helping people! Imagining myself in a nurse’s uniform, and putting bandages on patients and making them better, was something I dreamed about.
Life moves forward, and at the age of 13 I wanted to be so much!
I considered becoming a teacher of either English or Religious Studies. At 13, I loved English and learning about all world faiths. It fascinated me! My teacher had a degree and masters from Oxford University; and I absorbed everything I could! Religious Studies was my favourite subject (alongside art, drama and English) I also had my first, most profound spiritual experience, deepening my Catholic faith (written in more detail in chapter 1 of Everyday Miracles).
My hobbies included reading, writing and drawing. Throughout my teenage years, I devoured the Harry Potter books, the Lord of the Rings books, and Phillip Pullman’s His Dark Materials books. I had a library card, and would borrow books from the library in my village and would read regularly at home. I wanted to be an artist and author, and would often write poetry and short stories, and kept a sketchbook to do drawings in. I dreamed of being a published author, and to be an artist – however, these were seemingly beyond my reach. I prayed to God, that I would be able to fulfil these life ambitions one day.
Alongside of this, I also did some charity work – any change that I got from my lunches, I would put in an empty coffee jar and save them up. I was given the rather cruel nickname, ‘penny picker’, which resulted in bullying from people across different year groups, because I picked up pennies off the floor and put them in my charity pot. Though I did get a mention in the school newsletter stating that the money I raised amounted to quite a large sum, and went to CAFOD, and a homeless charity. I have always done charity work, and still do charity work today!
In school, there were 2 sets in each year; the A-band and the B-band. The A-band were the high academic performers, and those who got high grades. The B-band was the lower set… the set which I was in… This meant that when it came to picking GCSEs, I could only choose 2, not 3, which the A-band students were able to do.
In my Citizenship and Religious studies lessons, I began learning more about the globalized world, human rights, and social issues. Here, I learned in great detail about slavery (slightly covered in history too), prejudice and discrimination, the Holocaust, and 3rd world issues, such as extreme poverty, deprivation, and lack of basic human necessities, such as water, food and sanitation. We even touched upon the more horrific human rights abuses such as extraordinary rendition, religious persecution, torture, and rape and sexual violence.
My ambitions began to evolve more, and I dreamed of becoming a lawyer and even a judge. I wanted to serve justice, make communities safer, and to do more to combat these issues. With my soft heart, and a love of helping people, I knew that being a lawyer would help with doing this!
Moving forward to Year 10; choosing my GCSEs…. I spoke with one of the school heads, and asked for advice. I was still adamant on being a lawyer, and so was advised to do drama and history. Drama as it would boost my confidence, public speaking and expressive skills. History, because of the analytical thinking and examination of evidence that lawyers need when presenting their arguments. I was very happy with this! I loved drama and I enjoyed history – both the teachers were great and supportive!
At the age of 15, I was diagnosed with Asperger Syndrome – this explained so much about me and my idiosyncrasies. Ironically, it was my drama and my history teacher who picked up on it, due to my odd gait, social skills, and how I processed information. At parents’ evening, both teachers discussed with my mum about the diagnosis, and getting support. It was a big shock when I spoke with each of my teachers individually about the diagnosis.
At the end of doing my GCSEs, I was a pretty average student with mostly C grades. When it came to picking A-levels, I was unable to to the subjects that I really wanted to do…. Philosophy, Theology, Law and Psychology…. After a few weeks of battling and trying to get onto a course that would accept me, I ended up doing Travel and Tourism, A-level Media, Applied Sciences and Forensics (which had a criminology module), and, in Year 13, I took on an Extended Project, to boost my chances of getting into university.
I felt somewhat disillusioned… I’m studying courses that will only accept me because of my grades – an odd combination, but a chance to learn new things and learn new skills! In my mind, I wondered what I would ever do with myself with these qualifications…
Deciding to roll with it, I went along. I was much more comfortable in my Sixth Form years as I learned to embrace my Asperger’s, and started being included in different socials and activities with my peers.
Those 2 years flew by, and during my science course, when I did the criminology unit, I was set on studying that joint honors at a university. Criminology gripped me! I loved exploring the crime rates in different areas, and why crime happens (I had been introduced briefly to Cesare Lombroso, and the Realist theories). I have always loved learning.
Fast forward, I decided to go to Northampton University to do Criminology and Education, and even had the hope that I may be able to get a teaching job with the education side. However, due to an education module no longer being taught, I majored in Criminology.
However, in my second year of studies, I did a placement at a secondary special needs college, and helped the children with their learning! All the children would have a day at a vocational training centre doing carpentry, arts and crafts, and other hands on and practical courses. Back in their classrooms, they had to write a log of what they learned. The students I helped were not academic, and so I would write questions on the board to guide them with their log writing, and would write words that they struggled to spell – my opportunity to help students with their education! Later in life, I worked as a Support Worker for students with additional needs at both Northampton, and Birmingham City University, so still learning whilst helping others.
July 2015, I graduated with a 2:1 in my degree, and I had been encouraged to do an LLM in International Criminal Law and Security – a degree in law! It was unreal! From being told I could not do A-level law, here, I was able to do a masters in law! I applied for the Santander Scholarship, and got enough money to cover my course and some living costs – basically, a Masters degree for free!
During those 2 years of being a part time post graduate, I set up and ran the Uni-Food Bank Team and continued with running Auto-Circle Spectrum Society. January 2016 saw a downward dive in my mental health and I was diagnosed with severe depression (When the Darkness Comes).
I learned to cope and found my own way of healing myself through art and painting (which I later began painting on canvasses and sold at arts and crafts fayres).
February 2018 – I graduate with my LLM; the first on my dad’s side of the family to go to university, and on my mum’s side, the first to have a masters’ degree.
Going back to the question of this blog; When I grow up, what will I be?
I will be everything that I ever wanted to be! I am now a published author (mentioned at the start of the blog), have done freelance writing and art (everything I have written on every platform used can be accessed here: Blog Home Page: Other Writing Pieces)! I got a degree in Criminology with Education, and a Masters degree in International Criminal Law and Security!
I have have utilised my knowledge of human rights to fight for the rights of Persecuted Christians, political and social activists, and write to someone on death row too! (Serving Our Persecuted Brothers and Sisters Globally, I See You, Prisoners of Conscience, Within Grey Walls
I still do loads of charity work, and support my local food bank along the side too! (Brain Tumor Research; Helping Those in Need)
It’s safe to say that God answered every single one of my prayers, and even gave me strength in some circumstances!
Currently, I am working as the administrator of an an addiction recovery unit in my home village! A job I thoroughly enjoy – it is challenging, my colleagues are the funniest bunch I have ever met! I have learned so much, and am thriving!
Most importantly, as I’ve grown up, I’ve learned to be happy, learned to overcome all odds that are against me, and to always help others regardless of the circumstance. I’ve learned to be compassionate and strong ❤
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On being a University Student with Asperger Syndrome
To all new students starting university who are on the autism spectrum and Asperger Syndrome – YOU CAN DO IT! YOU WILL THRIVE!
As a child I was different.
I preferred spending time on my own, did not care much about what others were doing, and kept myself to myself. In primary school I was a daydreamer, and always lived in a world of my own. I was always very happy and had a smile on my face. The early years of my life were cheerful and full of happiness. I loved painting and drawing and being outdoors. When I started secondary school, I faced a variety of challenges.
I struggled socially, especially as I went to a mainstream school, and generally disliked being around other people. I loved studying and learning, and was always very ambitious when I was in my teenage years. I dreamed of being an author and a lawyer among many things, and always aimed high. Due to being different I was left out, but didn’t care much. I struggled with my senses at times, and became overwhelmed when there was lots of loud noises. My memory was unusual – I could remember silly little details, facts and useless information. I loved learning new things, reading and filling my head with knowledge. In my family, I was the oddball – I had specific interests, displayed intense focus, and displayed signs of phalilalia (repeating myself). [1]
My mum suspected that I was ‘different’, and she wanted me to be properly seen by a medical doctor. One morning, after a number of referrals, it happened; Friday 2nd February, 2010, 9:35am 42 seconds within the minute, I received my diagnosis: High Functioning Autism/Asperger Syndrome. This diagnosis explained so much about me.
Fast forward 3 years, on Saturday 15th September 2012, after an hour long drive away from home, I was settled into my new flat at the University of Northampton. My family left and I was with my new flatmates. The start of a new chapter in my life. My time at university enabled me to flourish and blossom in ways I never knew I could! At this point, I knew that I could not stay in my shell and isolate myself, I pushed myself out of my comfort zone, tried new things, and challenged myself. I wanted to be able to integrate and enjoy myself as much as I possibly could.
Aware of how my Aspergers affected me; from sensory difficulties, challenges in reading people (which I’m much better at now), to social awareness (knowing how to behave in different social situations), but I was determined to learn and grow. I overcame them all by going out, meeting and learning from new people, and enjoying myself! First year at university was one of the happiest years of my adult life! I remember smiling so much that my cheeks hurt. I fully immersed myself into university life, and loved every single minute of it! I got myself a job, did some volunteering, and loved studying. Being away from home helped me to really grow, and was the best decision I ever made!
I’m somewhat of a chameleon; meaning that I have learned to blend in and ‘mask’ my Aspergic traits. My social skills were very good already, so, to the majority of people I met, no-one could pick up on my Aspergers. I have an unusual memory for detail, am very focused, driven and energetic. There were times where I would interpret things differently, or misunderstand. That’s ok. I just asked more questions and for clarification, so that I could understand.
After getting my DSA (Disabled Students Allowance) approved, I was given specialist equipment and software’s to help meet my academic needs. These were so useful and handy! I had never recieved so much support for studying before! I was given all the training and guidance I needed to help get to grips with everything.
On my assignments, I had an extra front sheet, informing my lecturers of my Aspergers, so that they were aware and could take it into consideration when reviewing my work.
Students with disabilities can also get a mentor, note-taking support, and other support in accordance with their needs.
When I was in my first year, I founded the Auto-Circle Spectrum Society; the first society of its kind in the country, supporting students with autism, Asperger Syndrome and other learning disabilities. Upon seeing that there was no group in the Student’s Union to represent this demographic of students, I wanted to help others.
The second and third year flew by very quickly; I found myself starting each year with excitement and enthusiasm. I loved studying too. I remember collecting several books, finding my corner in the library and reading for hours, noting each reference as I went, putting together bodies of information for my assignments.
Auto-Circle Spectrum also grew over the 3 years, and I met so many incredible individuals who brought their own sense of uniqueness, fabulouslness and eccentricity to the group! I became increasingly aware of the challenges other students with autism face, particularly, transitions and dealing with change. After a parent got in touch with me, concerned for her son who was to start university. Wanting to further my help for students on the spectrum, I undertook the Change Maker Certificate, guided by the incredible Tim Curtis; which, after numerous meetings, resulted in a, Autism Spectrum Condition Taster Day, which was a huge success!
Today, I am the first person from both sides of my family to go to university, and the only one to have a masters degree. Do NOT let others tell you what you can and can’t do. You can overcome all odds if you put your mind to it and let yourself grow. The more you put into university life, the more you get out, and the more memorable it will be. YOU CAN DO IT!
Links to info about Aspergers/Autism
[1] National Autistic Society ‘Obsessions, Repetitive Behavior and Routines’ Available online at: https://www.autism.org.uk/about/behaviour/obsessions-repetitive-routines.aspx
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Autism: Police discretion and decision making in an uncertain environment
A question that always strikes when discussing my dissertation topic is why did I chose that particular area to research – is it a topic that I was passionate about, or was it my personal life experience that lead me into that field? The answer to these questions is quite simply, no. In fact, it was a topic I accidentally fell into after reading existing research on the area for one of my other modules in second year. Intellectual disabilities within the Criminal Justice System are quite often misunderstood, and as with all academics, the more I read the more questions I had. Taking this topic at face value, the field is extremely vast, therefore after taking some time to digest many angles of research I narrowed my topic down into two areas. Firstly, an institution that I have always been interested in, policing, and one intellectual disability in particular, autism (ASD).
To give you a brief background; the examination of the relationship between criminal offending and intellectual impairments is proved as complex and problematic. This is due to the issues associated with the definition of intellectual disability, as well as the contribution of unreported crime which means researchers can only examine individuals who are currently involved in the criminal justice process (Talbot, 2007). From a policing perspective, these complexities and concerns increase in terms of conflicting procedures and relevant training which can later impact levels of service and effective results (Mercier, 2011). Amongst academic literature, it is evident that contemporary policing institutions are subject to increasing budget cuts which means that police staff must exercise discretion in processing large amounts of work with inadequate resources, in which shortcuts and simplifications are made (Lipsky 2010; Loftus 2012). This is highly problematic as policies have a tendency to occupy a one size fits all approach. In effect, this becomes increasingly difficult when dealing with individuals with autism, as increased support and time is needed to sufficiently deal with vulnerable groups.
In terms of Autistic Spectrum Disorder (ASD), this is a common form of learning impairment which can affect patterns of behaviour within a social setting. Autism is characterised by a triad of impairments, which includes difficulties in social interactions, communication and repetitiveness in daily activities (Roth, 2010, p.6). The varying expression and severity of these characteristics means that autism is recognised into sub-types, and therefore, is also considered as a spectrum disorder (King and Murphy, 2014).
On the occasions that an individual with ASD comes into contact with the police and wider criminal justice services, it is normally a result of their social and communication skills being misunderstood which means that they are not given the appropriate support (Cockram, 2005; Tucker et al, 2008). Research suggests that autistic individuals are likely to become extremely distressed in unfamiliar, confusing and loud situations whereby their actions and behaviour can be easily misinterpreted and subsequent actions could escalate the situation (Hayes, 2007). Complimented by the current implications previously discussed that are faced by the police and wider services, it is no surprise that there are issues and concerns surrounding police responses and decision-making processes towards the ASD community. After personally interviewing police constables and custody officers from Northamptonshire Police to investigate the initial responses when dealing with such individuals; the realities of such dilemmas were highlighted.
After now completing my studies with First Class Honours, I am now fortunate enough to work for The Appropriate Adult Service (TAAS) where such theoretical standpoints are often presented to me in a practical environment. From a personal judgement, Appropriate Adults can be easily dismissed, but just being a friendly face who can help and support a vulnerable person within a custody setting is far more rewarding than meets the eye. In fact, it is my dissertation itself that has lead me into this career and has now also given me a thirst for further study in my chosen research area.
References
Lipsky, M. (2010) Street- Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation.
Loftus, B. (2012) Police culture in a changing world. Oxford: Oxford University Press.
Mercier, C. (2011) The first critical steps through the criminal justice system for persons with intellectual disabilities. British Journal of Learning Disabilities. 39(2), pp.130-138.
Roth, L. (2010) Autism: an evolving concept. In: Roth, L. (ed.) The Autism Spectrum in the 21st Century: Exploring Psychology, Biology and Practice. 1st ed. London: Jessica Kingsley Publishers, pp.1-29.
Thoughts from the criminology team 