“I am a parent of 3 former pupils and grandfather of two current pupils at Llangennech School, one of whom was nonverbal at age 4 and has learning disabilities.? All of my children attended Llangennech School through the Welsh medium. My wife and I? being non Welsh speakers watched them struggle and were unable to help them. This left us with a feeling of helplessness that we would not wish upon any parent let alone a parent of a child with learning disabilities. This in itself is a very stressful and demanding task without the addition of a language barrier. I would like to ask if actual proof and not conjecture and the constant use of the word belief can be provided in order to substantiate claims which state that Welsh medium education is as successful if not more successful than English medium education for children who have a learning disability? With emphasis placed upon children with significant learning disabilities, nonverbal children and moreover children with disabilities from non Welsh speaking homes.”
Minutes:
The Chair advised that Mr Harries was unable to attend today’s meeting and had requested him to ask the question on his behalf.
“I am a parent of 3 former pupils and grandfather of two current pupils at Llangennech School, one of whom was nonverbal at age 4 and has learning disabilities.? All of my children attended Llangennech School through the Welsh medium. My wife and I? being non Welsh speakers watched them struggle and were unable to help them. This left us with a feeling of helplessness that we would not wish upon any parent let alone a parent of a child with learning disabilities. This in itself is a very stressful and demanding task without the addition of a language barrier. I would like to ask if actual proof and not conjecture and the constant use of the word belief can be provided in order to substantiate claims which state that Welsh medium education is as successful if not more successful than English medium education for children who have a learning disability? With emphasis placed upon children with significant learning disabilities, nonverbal children and moreover children with disabilities from non Welsh speaking homes.”
Response by Councillor G.O. Jones, Executive Board Member for Education & Children:-
I am sorry to learn of Mr Harries experiences with his children and grand children at school in Llangennech and I very much hope that their circumstances are by now much improved. I am advised, however, by the Council’s professional officers that Mr Harries’ family’s experience is not typical of the position across schools in Carmarthenshire. It is always difficult to generalise when considering the circumstances of children with a physical or learning disability as the needs of an individual child can be very specific.
It is also difficult to present absolute proof as requested by Mr Harries as we are not at liberty to make public the circumstances of individual children and so we have to rely upon generalisations in a debate such as this, accepting that there is always likely to be an exception that can be pointed to.
I can say to Mr Harries and others that the general comments that I am able to offer draw upon the advice of experienced professionals. I can also say with complete confidence that I have witnessed at first hand the dedication of our officers who support children with additional needs and the care that our officers exercise towards them.
Generally, an additional learning need is not a barrier to learning two languages. It is important to assess and monitor progress in each or all of the languages that a child is using or learning, including sign and visually supported communication systems required for some pupils, particularly as the stronger developed language can be used to support and build learning through a lesser developed language medium.
School based staff and peripatetic staff are required to differentiate the curriculum and make reasonable adjustments to the language of instruction and response in order to accommodate additional needs and ensure access to the curriculum and learning progress. At times it may be appropriate to target additional support in one language for a period to consolidate and accelerate learning, e.g. in literacy.
There will be rare instances, however, where a child may be diagnosed with a condition that is not conducive to a fully bilingual education. In these circumstances a package of support will be identified by professional practitioners and discussed with parents. Arrangements are made for the child to attend an appropriate school where their needs can be met. It may be the case that on a small number of occasions the needs of an individual child cannot be met at the local school as, notwithstanding the Council’s commitment to inclusive education, it is simply not practicable to meet all needs at every school.
In the last five years the Educational and Child Psychology Service has been involved in only one or two cases each year where a move of school has been advised. To place this into context, Carmarthenshire’s school system serves around 27,000 pupils in total and so the frequency of pupil movement for additional learning needs is very low indeed.
In conclusion I can only repeat that I am sorry that Mr Harries feels that this approach has not succeeded sufficiently well in the case of his family.”