Education: Special Educational Needs

Lord Addington Excerpts

Thursday 21st October 2010 Lords Chamber

[Lord Addington]

My Lords, when it comes to a debate on special educational needs, I am afraid that I start to reminisce. It is about 24 years ago that I made my maiden speech in this House on the problems of dyslexia. If memory serves, I was standing almost diagonally across the Chamber from where I am standing now. The consistencies of the arguments are very much apparent to me: we have a much better system, and everyone is much better informed. Like the noble Baroness, Lady Grey-Thompson, I can thank the noble Baroness, Lady Warnock, for the fact that I was allowed to get through and complete an education process. I say to the noble Baroness, Lady Grey-Thompson, that I think the worry was more about what one might say than about what one actually had said.

However, many of the issues raised initially remain. We have heard from various speakers about the problems of inclusion versus specialist education. I remember that the noble Baroness, Lady Warnock, almost had a fatwa declared against her by various people who had decided that she had changed her mind and said that we did not need mass inclusion any more. “How dare you change your mind?”, was their attitude. Other people said that no special school should ever be shut. The fact is that your experience will depend on the disability group with which you are most associated, and on your experience or, more usually, on that of your child. That will depend very much on the time you are living in and where you are living. That is the consistency. When the noble Lord responds, I am afraid that he has got this historical problem.

We have a complicated system, which I have been talking about for so long. The summary of the report points out, on page 8, that it is a very complicated system that we have added to over the years. I and others in this Chamber have helped to make it complicated. There are no two ways about it: many of the biggest offenders are in this Chamber, even if they are not all here today. We have added to it because we are always frightened that we will be ignored or not taken seriously because the measures are difficult or expensive.

The previous Government tried to get rid of statementing. I was one of the people who said no, because, although it was imperfect, it was the only show in town. This means that if you have special educational needs and want to get the best out of our state education system, you should select your parents well. I reckon that the best combination is a lawyer and a journalist. Then you have a hold on the system, because no teacher or education authority likes being hauled up in front of a court or exposed in a paper. That is the most efficient club that you can have—and we need clubs. This Government, of whom I am a supporter, have given an undertaking that they will do initial assessments. Also, it is clear that we need assessment processes for all the different disability groups that are represented within about four metres of me now—and there are many more noble Lords who know about them. A different assessment process is required for each one. Dyslexia is a disability that you will not be able to spot at two. You may well spot it at five now: we used to say at about seven.

The report also says that many people who are said to have SEN might respond to better teaching. I raise one big caveat. I know dyslexia well, and moderate dyslexia does not come from a background where education or the use of literature is in any way regarded as abnormal in the household. You may well say, “They could do with a little bit of extra teaching” when actually they are dyslexic. I am afraid that if you want to check this out, the experiment has been done and you will find the results in the prison system, alongside many sufferers from Asperger's. We have a reverse battlefield medicine idea about this—an expression that I have used too often in this House. On the battlefield, you patch up the easy ones first. Here, the most obvious problems are dealt with first and attract funding, so we miss the large group.

If you come from a working-class background and perhaps your parents have literacy problems, your chances of getting the best out of the system at the moment are very slim. If you come from a middle-class background and have a good accent and plenty of money, you will take them on and get the best out of the system—if we have a series of assessments and better teacher training for identifying problems. I am not asking for everybody to be an expert. The British Dyslexia Association, of which I am a vice-president, reckons that it can run a scheme that takes three hours for identification—no more than identification, but if you at least identify the problem and do not compound it by doing the wrong thing and labelling the child as stupid, you have taken an incredibly important first step. If you can do that with dyslexia, similar programmes can be provided for other groups. If we can work this in, back up any assessment programme—because whichever way you do it, you will miss people—and accept that we do not have one easy answer, we stand a chance of getting this right. Any progress that I hear about today will make me very glad.