Hi Jayne

My view is that, given that we work to an inclusive agenda, the school has to do some work in advance, with CYP and staff, to ensure that any sessions which may trigger emotional responses based on participants' lived experience occur within a totally non-judgemental safe space for everyone, with support available if needed. This will then enable honest, open discussions of  ("hard") issues which probably don't come up often in everyday conversations. As you say, people have stories to tell and it is important for them and others in the room, to tell these stories if they wish (with clear guidelines about confidentiality being made explicit to everyone at the start). Given that people with PD generally have little voice in our society, this represents an opportunity to be heard.

In fact, I think it's not just desirable to enable this to happen, it's actually necessary as it's a way of giving and receiving information and thereby enabling everyone to make better decisions about areas which can be very emotionally charged, and we shouldn't be frightened of talking about them. So, yes, inclusion please!

Max

Hi, Jayne,

i agrée with Max. It is important for school staff to speak to the pupil and parents before the series of lessons go ahead. An AST (if the LA still has one) could also liaise. For pupils with Physical Needs that are a result of a genetic issue or something that can be picked up on a scan, the teacher may need to rethink some of the discussion around abortions, as society has a rather ‘Seek and Destroy’ attitude to disability! It is NOT A PITY that the child with a PD wasn’t picked up on a scan and aborted for example! Teachers would need to have some guidance about life limiting conditions etc.

Ihope it goes well for your pupil.