Product reviews for Don't Send Him in Tomorrow

The author, from personal experience as a parent of a child with special educational needs and as a teacher, has highlighted a key issue facing schools and parents/carers within the current schools structure. He highlights individual cases and evidence from a range of sources which indicate that there are an increasing number of children and young people for whom access and inclusion to mainstream education is not happening. He recounts the experiences of parents and carers who have to defend their child against exclusive practices both by school management teams and other parents. He highlights the impact that Ofsted pressure on schools to raise attainment and achievement levels and increase examination success rates. The challenge of gaining an -˜outstanding' grading frequently damages the learning opportunities available for pupils with SEND (special educational needs and disabilities), SECID (social, emotional, communication and interaction disabilities) and SEMH (social, emotional and mental health difficulties) pupils. 

The author highlights many successes gained by pupils labelled as -˜special'. In addition, by excellent use of case studies, he highlights attention to the marginalisation of an increasing number of pupils with learning, emotional and behavioural difficulties within mainstream schools whose learning needs are not being met. The continual challenge faced by many parents and carers to improve access and inclusion for their children results in a growing number seeking the safe refuge of the -˜special school' sector.  

It is a pity that the author didn't develop readers' insight and awareness into some of the outstanding success being achieved within special schools delivering broader practical-based learning option programmes, special schools co-sited on the mainstream campus with joint use of staff expertise, classrooms, workshops and other facilities to promote access and social inclusion.

The section -˜Driving without brakes' develops the reader's awareness of Michael, a pupil with extreme emotional and behavioural difficulties.  The author discusses the boy's descent into the criminal justice system and the over-representation of young people and adults in custody who have speech, language and communication needs. He emphasises the need to address the basic skills of the learner to avoid them becoming institutionalised. 



This is an excellent review and discussion of the problems faced by a wide range of learners with additional needs. The author underlines the urgent need for a review of current practice by Ofsted, local authorities and head teachers. The educational menu offered within state schools must become more effective in meeting the learners' needs rather than referral to the costly and isolated private sector establishments. This book should be available in every school and college staffroom to raise awareness of -˜how we made a difference' in promoting access and inclusion.