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Written evidence from Gwyneth Olivera

 

 

  1. I would like to given evidence to your injury. My evidence comes from my years of experiences working with send, Schools, Collages, Specialist, Professionals, A court case also written documents, most importantly the issues that are current.

 

  1. I submit my evidence with bullets below. The reforms are not successful.

 

  1. Not making it simper to identifying, those with statements, having not being supported with a quality education that meets their needs, supporting them to learn, and be able to thrive climbing the ladder of opportunity, neither making up for loss opportunities. Using the new reform methods with up-to-date information about the person with special educationally needs, no improvements to the allocation of support for needs are found even met. The reform is like throwing people with learning difficulties/disabilities into one basket as if they are not individuals. If there is communication with parents they are expected to rush into decision due the threat of closing discussions where issues and concerns remain.

 

  1. There is no improvement .The exchanged of information about our loved ones is enormous, a need for support/help is essential when working alone. In exchange the outcome for improvement seems inevitable.

 

    1. Not seeing nor felt any improvement since the implementation of new reforms in our personal lives. Improvements may be found in the system that our families have to work with e.g. SEN, Councils, Schools and Colleges that are struggling to understand and don’t know how to support/help families living with Special Educational Needs and Disabilities, in a successful way that we live in the present truly contented not felt ignored, when it is common knowledge to know there is access to SEN provisions.

 

  1. The consistency can only be seen in the necessary paper work that is given to all to complete, sharing personal, private and necessary information, having to waiting for someone in the office to read, find out what to do with this vital information over seven years and 4 years in the new reform. The waiting gap destroys everything a family’s tries to achieve, without any help, for example, getting a job, applying for a course, meeting aspirations and dreams.

 

  1. This reform is said to try and give families greater choices in decisions. The only way this can be archived is to have conversations with anyone that is reading the personal information about our loved ones, hopefully that includes, Doctors Schools Collages, Specialist, and Professionals that has qualifications to advise special needs/disabled families. I would actually like to understand more what you meant here in this attempt to give greater choices.

 

  1. The implementation was introduced two years before the child leaves school, maybe this was it only success. As it stand we as parents had no other choice in the matter.

 

  1. As to meeting the challenges. Is this a question for SEN? It would be interesting to hear what they would say. No challenges met, since this reform in a personal life, living with a person with special needs, with explanations/answers to issues or concerns that has accumulating over the year working with outside resources like send, Schools, Collages, the list can go on. From my experience every child with learning disabilities can learn with the right tools.

 

 

Terms of Reference - Call for written evidence

 

Assessment of and support for children and young people with SEND

 

  1. Answer; the education health care plan is a frightening idea when all you’ve experienced over the years in education is social injustice, an education that has failed to support. This new reform should be much more effective in allocating help and support. Certain sections of this Education Health Care Plan have to be completed more than three times, with no explanation as to why this was needed. Support/help is hugely delayed to the point of health determination and anger. It may also be a cover up inside previous procedure which has failed families immensely.

 

The transition from statements of special educational needs and Learning Disability Assessments to Education, Health and Care Plans

 

  1. Answer; the transition to The Education Health Care Plan cannot be made any clearer, requesting an answer to questions provided, concerning our loved ones. All the information that is entered into The Health Care plan should be confidential to point, respected and be obtained by those working around a person with Special Education Needs /Disabilities. This is not happening my evidence is a recent social working, face to face informed to me there is no information about this loved ones. This is more than outrageous! By having the eligibility to access provisions while time moves on. The evidence here is this is a pending situation presently, and active dialogue.

 

The level and distribution of funding for SEND provision

 

  1. Answer; The waiting and disruption not to mention laws broken over the years in the education process brought to families. Working in/with, a system is hard to hear and accept when it should not be mentioned others need some off the funding and there have been cuts from Government Funding. When the facts remain the system owes, due to an ineffective and inefficient educational system.

 

The roles of and co-operation between education, health and social care sectors

 

  1. Answer; Again this reform should be improving the challenges families live with as well as the resources allocating the needed support. This is not working; most families’ doctors do not have any knowledge or skill about a person with Special Educational Needs and do not communicate. Social Care has failed to make this reform successful, since they don’t obtain information from schools neither education Health Care Plan to see how they can support the person in need, after having the experience of waiting years this is just not acceptable.

 

Provision for 19-25-year olds including support for independent living; transition to adult services; and access to education, apprenticeships and work

 

  1. Answer; we can all celebrate when a student get to collage after fighting the fact of failed Educational Support over the years to this point in their lives. Let’s continue one year into collage, and a person with Special Educational Needs has not been properly identified, to the facts that information from collage would describe a person you know well showing that persons strength and weakness and be confident we would be talking about the same person, confident to continue to find the support that will help him or her improve. That is not the fact of the matter, parent, in communication with collage are working on different pages and feels as if the purpose being in collage is suspicious , eliminating old facts about that child and his history in education, when a much closer relationship is preferred to be able to find out how they are supporting, how they get candidates to participate in discussions about aspirations, needs, support they think will help them, personalizing support and showing qualifications from staff and collecting and passing on important relevant information from schools to share with all those working with that person to then be able to assess the supported needed in a different part of his or hers life. There are failed attempts to complete the transition from school to adult services. In a first year there should be some educational support none has been offered when it is obvious additional support is needed with skilled staff to implement. Evidence is that it is a presently ongoing situation.

 

 

December 2018