Meeting of the Parliament 02 November 2017
There was much in the cabinet secretary’s opening remarks with which we can all agree. He was absolutely right to emphasise the continuity of this Parliament’s approach and ethos since it came into being and the Labour and Liberal Democrat Administration gave effect to the principle of mainstreaming.
The evidence is that mainstreaming is underpinned by an important approach, whereby education is viewed as being about inclusion and the fulfilment of potential. The cabinet secretary made those points well.
Indeed, the cabinet secretary was right to say that mainstreaming is part of a rights-based approach. The United Nations Convention on the Rights of the Child is clear. Article 23 talks about the right of a child with a disability to a
“decent life, in conditions which ensure dignity”,
article 28 is about
“the right of the child to education”,
and article 29 says that education is about developing
“the child’s personality, talents and ... abilities”.
If we look beyond the presumption of mainstreaming to GIRFEC, curriculum for excellence and the overall child-centred approach to learning, we can see that such an approach is being taken.
There are two overarching and important ideas in that regard. First, the only things that should limit education are ability, talent and the child’s ambition. Secondly, and importantly, support is needed if such an approach is to be achieved. The mainstreaming of children with additional support needs brings that into sharp focus, because it brings the most challenges. It requires understanding and it requires support and intervention, which must be resourced.
I welcome the revised guidance. At its heart is that continuing ethos, which we welcome. As many members said, it clarifies the application of policy and legislation. I admit that—for once—I am pleased by some of the diagrams in the documentation that has been provided, because they provide clarity about how legislation maps on to practice. I welcome that.