I READ the article (LET, December 3) regarding the lack of examination entries for year 11 pupils in local special schools with some concern.

The schools listed covered a vast range of special educational needs.

Blackamoor, however, is unique in that we do have pupils with a wide range of ability, including those who are able to work towards external examinations.

Our pupils attend a special school because of the severity of their physical and medical conditions and the complexity of their needs. Most straightforward special educational needs relating to physical disability are now met in the mainstream schools with the support of our highly-regarded outreach team.

The daily routine of our pupils includes at least some of the following: physiotherapy, occupational therapy, medical treatment, continence management, training to use a speech synthesiser, sign language lessons, speech therapy, mobility and orientation lessons, counselling and behaviour management.

Many of these sessions may be distressing, uncomfortable or painful. All this essential activity is alongside the child taking a full part in the range of National Curriculum subjects and the variety of activities of day-to-day school life. Many of our children have life-limiting or life-threatening conditions. Many face a lifetime of treatment or surgery.

The day then is long and demanding and it is not surprising that some pupils may be perceived as underachieving in conventional academic terms.

Despite these circumstances, our children are achieving success. Our pupils do take external awards and, where appropriate, GCSE, but there are many more who go on from Blackamoor to mainstream or specialist further education colleges.

Several have recently qualified in various vocational fields and obtained open or supported employment.

I would hope, however, that we would not be judged solely on our former pupils' academic successes. There are many aims and objectives issues in education, particularly special education, which are just as significant and important - promoting self-worth; developing independence of thought and, where possible, action; disability empowerment, enabling young people to deal with society, that is both challenging and changing; developing the ability to form positive and stable relationships; making the most of life - with or without employment.

Rather than adapting a narrow-minded and divisive approach which seeks to belittle the achievements of special schools, the Centre for Studies on Inclusive Education researchers should be working with experienced special educators - our common aim being a fair, just and inclusive society which has equality of opportunity as its cornerstone.

ANITA LOUISE ABRAM, Head Teacher, Blackamoor Special School.

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