My eldest daughter’s first year of secondary school included a residential outdoor education trip. She had already been on one in primary school at a similar centre so I wasn’t going to bother attending the parent’s information meeting. Until she came home with not only a list of things required to take but skills needed to be allowed on the trip, including:
- Being able to butter her own toast
- Cut up dinner
- Pour herself a drink without spilling
- Getting dressed by herself
- Brushing her own teeth.
As with all comprehensive schools in Scotland, integration for students with additional support needs was policy (although these children never get the actual level of support required due to systemic underfunding). The school also had a unit attached for students with autism who may find a full day too difficult. I assumed that my daughter had collected the wrong form and that the list was to double check children’s support needs in order to ensure the appropriate level of staffing to ensure that all children could attend. I went along to the information meeting assuming it would be a waste of my time (since I’d sat through a similar one the year before).
I was wrong.
My daughter had indeed brought home the right letter. And, the list above: for children without any additional support needs.