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Petition Tag - special needs
South Gippsland Autism Action Group (SGAAG) are working towards sourcing effective and supportive solutions in an attempt to end the discrimination of students with Autism who do not meet the current Victorian guidelines for access to Specialist School settings, and who may or may not receive Program for Students with Disabilities (PSD) funding in State and Independent school settings.
We call on the State and Federal Governments to make changes to the criteria for Autistic students with IQs over 70 to be able to have funded, dual-enrollment options.
Parents of children who have Asperger’s or High Functioning Autism do not have any choice but to send their children to main-stream schools or home school them. For some, this may be suitable, even preferable, but for many and perhaps the majority of these children the experience of main-stream is disastrous both academically and psychologically. The views expressed in this petition have this common alarming theme. Their children are not getting the education they are entitled to in an environment that is safe for them.
Please sign our petition to show your support for dual-enrollment options and end this discrimination based on IQ and language scores, because IQ does not determine the level of Autism.
Gin Gin State High School currently has the following issues:
- No safe place for distressed students to 'chill out' or regain personal control of their emotional state when they have 'meltdowns'.
- A lack of safety zones for highly autistic, intellectually impaired children.
Limited access to toileting facilities.
- Limited access to suitable areas for the teaching of the necessary personal life skills.
- Limited place for support of students doing individualized language/occupational therapy programs.
- No place to meet with parents to discuss their child's special needs.
- No staff room to have confidential discussions with SEP staff to address these needs or collaborate with other teaching staff.
When prospective parents see what is available, they realize that it is not the most suitable learning environment for their child. They then have to make decisions about what to do about their child's learning. The options faced are home schooling, transport to Bundaberg or seeking other employment and relocating to another district.
The attrition rate of students with disabilities continued attendance is concerning as many opt to stay at home due to the lack of safe facilities.
We are asking that this wheelchair accessible, secondary special education facility be provided to cater for the current and future needs of this rural community as soon as possible.
Our mission is for equal rights for disabled children with regard to afterschool child care provision. The funding available is inadequate and results in this group of children being excluded from mainstream programmes.
Rainbow Umbrella Charitable Trust was established in 2009 to provide an afterschool care programme for children and young people with disabilities both physical and intellectual. Children who attended Rainbow are affected by a wide range of disabilities including Autism Spectrum Disorder, Downs Syndrome, Epilepsy, Cerebral Palsy, ADHD, Foetal Alcohol Spectrum Disorder and many other learning disabilities.
Our goal was to provide the same opportunities for children with disabilities as other children enjoy, and to support families living with a disabled child. In order to cater for the high needs of the children, Rainbow had a staff ratio of no more than 1:3. Many of our children who attended required 1:1 support. This came at a high cost to the trust and due to inadequate Oscar Funding this valuable service closed its doors in May 2013. This has had a huge impact on the many families who used this service. Many of these children are not able to be accepted into mainstream Afcare programmes and now have no access to these services and are suffering from a lack of and social stimulation and interaction as a result.
We need your support to address this issue so that all children throughout New Zealand can be part of an inclusive society where, with adequate funding, they can access an afterschool programme of their choice. Currently there is no choice for children who have high needs. Please join us to force the Government to review the current level of child care subsidies.
The Camelia Botnar Childrens Centre NEEDS YOUR SUPPORT to stay open. It is a valuable local service in West Sussex that provides nursery places for pre-school children with special and additional needs. Offering nursery places to these young children allows them to learn through play, socialize and support them to reach their full potential.
This is the only centre of its kind in West Sussex.
It is a charity, and since its major funding was stopped it has been surviving on grants and amazing local fundraisers to keep the centre open. However the centre is now in financial crisis and is set to close its doors for good in July 2014.
With your SUPPORT we want the powers that be, to sit up and REALISE the implications that closing such an important Centre will have on the children and families of the West Sussex Community. This Centre is a cornerstone of the local community and has helped countless amounts of children and families throughout the 35 years it has been open.
THANKYOU for YOUR support in signing this epetition :) you are making a real difference!
For more information on the Camelia Botnar Childrens Centre visit www.cameliabotnar.org.uk
Or email us at firstname.lastname@example.org
THANK YOU ;0)
Lately the argument has been whether or not to put cameras in special needs classrooms. I am not sure why there is a debate. There shouldn’t be a debate.
There is only one right answer and that is a resounding YES. PUT CAMERAS IN special needs CLASSROOMS. YES, please, for the sake of good teachers and vulnerable children everywhere. Cameras… YES.
A wonderful lady documented these incidents you are about to read. She calls bad teachers "MONSTERS".
The monster teacher was morbidly obese, had restricted mobility and the simple act of standing often made her have to stop and catch her breath. I have also changed the names of the students involved to protect their identity. Because I felt helpless, I felt like all avenues of help for these kids were being closed on me, I was advised to document the incidences in as much detail as I could. These are my actual notes… the way I wrote it in that moment. I am not writing this from memory. The boy I call “C” actually has a behavior plan in place but the monster teacher refused to comply with it because it took too long.
September 1 @ 9:18 a.m.:
C (the student) would not comply, would not go to his group. He was yelling loudly and refusing to comply with directions. The teacher bellowed LOUDLY, caught him by the NECK and seemed to apply pressure to the back of his neck. He screamed. Using her hand gripped on his neck, she steered him back to his seat and into a sitting position and then directed him to listen to the teacher’s aide running his small group. He sat for a few minutes.
(When I asked her about her methods, since I was new to her classroom, she explained to me that if you do put your hands on a child, you should request an IEP meeting that same afternoon but in her class she has special training in pressure points so she does not call. I could not find this caveat in ANY standards book the State of California holds.)
C got back up and left his seat again and she again grabbed him by his neck and sat him back down. C was then very compliant.
September 1@ 11:28
The teacher went to a grade level meeting and when she returned C was laying on the floor in the back of the classroom. His socks and shoes were off. The teacher asked him to get up and he refused and she bellowed (I consider bellow well beyond yelling) at him. While he was still lying on the floor, she reached down to where he was on the floor, put her hand into his hair and appeared to pull his head up by his hair to get him upright. When he was up, she grabbed his neck and forced him with her hands squeezing the back of his neck to sit down in his seat. The other aide passed out math fast facts. C refused again. The teacher then stood behind him, leaned in and over him until her weight was fully squeezing him between her body and the edge of his desk. C began to scream and she took her hand and COVERED his full mouth so he couldn’t yell…all the while still pushing the full weight of her morbidly obese body against him and the hard edge of his desk. While still covering his mouth with one hand, she then grabbed his hand with her other hand and placed a pencil in it. She squeezed his hand and forcibly began to write the answers on his page. He then began to comply and she released her grip. He then continued to cry that he didn’t want to come to school.
September 1 @11:55 a.m.:
The teacher was trying to get B’s attention but he was not paying attention. She used her thumb and forefinger to thump him hard two times on the back of the head.
September 1 @12:05:
C was not complying. She went over to him, grabbed him by the back of the shirt so that the front of his shirt is cutting into his neck and she then used the shirt in that constricting position to steer him to his seat. When he started to utter silly words, she grabbed his mouth, squeezed hard and told him, “I don’t want to hear it anymore.”
This was just ONE DAY. The aides who work in her class have been with her for many years and they do nothing. They are as scared and paralyzed as the students. Fearing for their jobs and pensions more than they were worried about the students. It is also noted that the monster is so savvy about her abusive tactics that she only grabs children in non bruising areas.
September 7 @ 10:10
The students were in small groups. C didn’t want to read the page we were on. He then screamed and howled and left the table. When he returned, he began to scream and shriek and howl again. The teacher came over and sat/stood beside him and wrapped her arm around his head until her hand landed on his mouth and was fully covering his whole mouth. She held it there while he screamed until he stopped. She then informed me that this kind of restraint was not appropriate if I was being evaluated or if someone else was in the classroom. She said she needs to call his parents and inform them of what strategies are being utilized.
No calls to my knowledge were made.
September 8 @8:31
C is reading a book at the book shelf by the cubbies. The book was open, C’s hand was sitting on one page. The teacher asked him to put the book away. C ignored the directive. The teacher came back to the book shelf, shouted, “NO! It is not time for books.” She then SLAMMED the book closed with his hand still inside and then put her hand and her morbidly obese weight down on top of the book with his hand still inside….She did this until he screamed and then she reprimanded him AGAIN.
Student A is sitting in small groups. He was not working. He was complaining and finally fell off his chair and on to the floor. The teacher asked him to get up. He did not respond. The teacher went over to him put a hand on each ear and then grabbed each ear hard and pulled until he screamed out in pain. She then pulled each ear in unison in an upward fashion until he screamed out in pain more and stood up and complied. He then sat in his seat.
I know, take a deep breath. It’s hard stuff to read about. It was hard to be there and then to feel helpless because no one would do anything. Edmund Burke said, “All that is necessary for the triumph of evil is that good men do nothing,” and that hit home hard for me. So many staff and admin who are paid substantial salaries and retirements do NOTHING to protect these children…but CAMERAS WILL.
Let me say, this unfortunately goes on and on. And, sadly, this teacher is not the only one, she is simply the first time I realized how truly vulnerable our kiddos are and how there are teachers who use their positions of power for abuse. It was the first time I realized that there are teachers who use their tenure and reputation to take the easy road because they are tired and lazy and don’t really enjoy teaching but really want the paycheck and retirement. It was the first time I realized that teacher’s and admins have their own so called blue wall and they will close ranks to protect the monsters in order to preserve reputations and retirement at the expense of children.
Cameras in special needs classrooms are necessary.
Cameras WILL prevent teachers from becoming Ogars and Monsters and beasts because they have proven that they will behave ONLY when the paycheck signers are watching them. And, truly, it’s not always that your child is going to be beaten or raped, sometimes it’s that they are going to be humiliated day in and day out, mildly abused, verbally and physically, day in and day out and they can fall victim to an abuser who defeats their want to learn and destroys their sense of well being and the very self esteem you have worked so hard to build. Children who are already communication impaired are easy targets. They cannot defend themselves nor can they explain to you what went on. They simply withdraw and act out even more and the teacher makes them the scapegoat for the teacher’s own evil. When teachers turn to Monsters because no one is looking, children are in jeopardy of being bruised both skin deep and soul deep. All children deserve a safe and nurturing environment in which to learn and kids with special needs NEED this in order to reach out and try to connect. Cameras WILL ensure this happens and will weed out the teachers who are unwilling to commit to this and who perhaps got into teaching for the WRONG reasons.
CAMERAS…YES!!!…It’s a no brainer, my friends. Be a super hero every single day by standing up for children! Cameras protect our most vulnerable members of society from our most depraved and evil monsters. Cameras should be MANDATORY in ALL special needs classrooms.
Children with disabilities / special needs in Uganda are looked at as outcasts. They are being neglected by both their caretaker/parents, and the community as well.
Most of them are locked inside houses and others are tied on poles with ropes. All this is because they do not want other people to easily notice that in a certain home, there is a child with disability/special needs
In Uganda, there aren't any sound special needs schools due to lack of funds to run these schools.
SpiritHorse is a Therapeutic Riding Program that’s Mission is to “Make Riding a Reality for Under Resourced Families” we are reaching out to everyone in the community with special needs, at risk youth, veterans and able bodied riders.
Currently the Waterloo Region District School Board will not allow Companion/Therapy dogs in their schools for children with special needs.
12 year old Travis Levergood has been diagnosed with NonVerbal Learning Disability, Tourettes, ADHD, and OCD. The Waterloo Region District School Board will not consider the use of his companion dog.
Last year Travis was unable to attend public school due to his disabilities. With the help of his companion dog, Travis has made big gains and we would like to see them continue through his schooling.
We have asked the Waterloo Region District School Board to allow the use of his Companion Dog, Baasje, to attend school for part of his day to help him overcome his anxiety while he is in school.
We would like to request that Baasje be allowed as a tool to assist Travis at school and have Baasje included in Travis' IEP.
During the October 22, 2012 presidential debate between Governor Mitt Romney and President Barack Obama, conservative spokeswoman Ann Coulter tweeted "I highly approve of Romney's decision to be kind and gentle to the retard."
American Airlines has shown a pattern of refusing service to persons with special needs and their families.
In August they prohibited a non-verbal autistic teen from using her iPad (her only form of communication) during a flight. Just recently, this same airline barred a teen with down syndrome and his family from boarding because the airline employees didn't want him to disrupt the first class passengers.
This young man has flown before and was not being disruptive in any way. It is clear that their policies regarding people in the special needs community are in serious need of review and renovation.
Currently children who are in special education are still presented to the student body and public in a separate category labeled "Special areas" or the like.
A child who is at a certain grade level but needs one on one instruction and is included in the special education program will be referred to as "special" in many awards programs and sometimes even yearbooks. This way of categorizing children is a very outdated notion, for we as a society are trying to stop the bullying and teach our children acceptance of the differences of their peers. This is teaching all the children that there is something different and perhaps less about the children in special education.
This makes these children more of a target for bullying and stereotypes and also will attach a social stigma to that person that will last throughout their lives. Mostly the schools have done a good job with inclusion as far as academics and socially, but there is still some work to do. As a parent of 2 children with autism and a former student at the schools they attend, I have been on both sides of the situation.
I remember how cruel children would be to other children only because they were labeled as special needs and they wouldn't be socially included. To this day when I see these people out and about the first thing I remember about them is the fact that they were in special education and how they were categorized. Also, it could have undesirable effects on the self esteem of the children in special education, as they could feel ostracized.
This is really unnecessary and can easily be altered to preserve the dignity of our children who will be productive adults in our community one day. Thank you for your time.
At the end of March, 2012, 77 vulnerable children will lose out on their chance for the kind of care and early learning that often means the difference between a life on the streets and the ability to earn a living wage. The research shows that children who start behind, stay behind.
These kids drop out school and join the cycle of poverty that has plagued inner-city neighbourhoods such as Strathcona. Funding from the province has enabled Ray-Cam Community Centre to provide early learning and care for inner-city children and their families. This money has meant that even children who require extra staff supports can benefit from a positive child care experience. Children with Fetal Alcohol Syndrome, Attention Deficit Disorder, and a multitude of other health and social challenges can learn and grow in a supported and caring neighbourhood environment.
Judy McGuire of the Ray Cam Board of Directors reports that “Our Board of Directors contacted the minister back on November 5th, 2011, when we were notified that our contract would not be renewed. After months of waiting for a response, Minister McNeil still hasn’t responded. This is a crisis. We need help now.”
See the CBC news story here:
See the CKNW news story here:
See our video of the press conference here
HCPT (The Pilgrimage Trust) is dedicated to taking thousands of children with disabilities or special emotional needs on an Easter pilgrimage to Lourdes in France. The children travel in small family-style groups with experienced volunteer helpers, doctors, nurses and chaplains. These are not trips to the usual hospitals and hospices!
The children stay in hotels as honoured guests and get as much out of their holiday as other children - trips to cafes, a donkey ride in the mountains and the warmth and fun of a holiday with caring friends. This means many volunteers are needed to accompany the children, all paying their own expenses. Then £600+ must be raised for each child.
There are huge benefits from these trips for the children, even if you don’t believe in miracles! Children come from all walks of life and may belong to any religious background, or none at all. There is no aim to ‘convert’ the children!
They find new HOPE!
Disability is now supported in the workplace yet many young people are being picked on at school. This is because many young people do not understand these conditions. Autism and ADHD are now VERY common yet our children have no idea about them and nor do many adults. Please sign and support if you believe it should be part of the National Curriculum for children to learn about Special Needs and Disabilities in school.
I have a son who has ADHD and Aspergers Syndrome and know how hard it is for many children with special needs in Senior School in the United Kingdom because there is little or no understanding.
"Who would force major changes in schools where the kids are making major progress? And who would do this without even seeing the schools first-hand?
OUR GOVERNMENT, that's who!
My name is Alison Lynch and I am mother to Sean, a 9 year old boy with autism. For the past number of years Sean has received an ABA education, which has made a huge positive difference to the quality of his life and to mine. ABA stands for Applied Behavioural Analysis, an extensively researched method of education and internationally recognised as the most effective educational intervention for children with autism.
For over a decade now the Irish government has funded 13 'pilot' ABA schools in this country. My hope, and the hope of so many parents and professionals, was that having researched the effectiveness of these schools, the government would see their immense value and would open up others throughout the country.
However with a decision that defies logic, having invested taxpayers’ money in these ABA schools, the Department of Education and Skills is effectively forcing ABA schools out of existence. They are demoting ABA expert staff, diluting ABA principles, and are thereby discounting my son's potential. AND THE DEPARTMENT IS DOING ALL OF THIS WITHOUT SO MUCH AS EVALUATING THE EFFECTIVENESS OF THE SCHOOLS!
This move will have a seriously negative impact on the educational provision for children with autism in this country. Where other developed nations are embracing ABA schools our government is abandoning them.
[Follow this link for our Facebook Group "Autism Education - Save Our Schools": http://www.facebook.com/#!/group.php?gid=115848678471888&ref=ts]
Currently, there are no assisted living programs for people with special needs in the state of Maine. This petition will help in getting grants to fund the start of a program that will cater to those with mental handicaps and those with special needs.
Approximately 4 million Americans have developmental disabilities. Some children with high needs, and others at age 21 move into the special needs and adult services category and should receive services through "Home and Community-based Waivers." In almost all states waivers are not fully funded. This results in waitlists and lack of portability of services from one state to another and one county to another.
The waitlist time periods can be anywhere from five to thirty years long (or more), depending upon the state and the type of service needed, such as job services, a community-based program, intensive medical needs, or a secure home in which to live.
Hundreds of thousands of individuals are on waitlists for Waiver services. Few families can afford to pay out-of-pocket for these services (an average of $35,000 - $75,000) per year for host or group home placements because parents have had to leave careers to care for their children and pay for large medical bills.
This petition is designed to get the attention and action by National Leaders and the President to resolve this problem.
School Districts often are not providing an appropriate educational setting for children with special needs. Parents have the right to voice their concerns without school district harassment. Please tell your stories to your state legislators and attorney general and others of interest.
Aberdeen City Council has applied 6% cuts to all services to meet the budgetary requirements set by the Scottish Government. As part of the austerity measures, the Pupil Support Assistant (PSA) budget is being reduced by £2.2million. A formula has been applied across all schools in Aberdeen and PSA hours will be reduced by as much as 60%.
The PSAs are essential to the delivery of education to children with and without special educational needs. For example, a PSA will help a child with attention deficit hyperactivity disorder focus on a piece of work while the teacher works with the remainder of the class. The same PSA will also, when the opportunity arises, help mark and correct work done in class by a child with no special educational needs. With reduced PSA support, the teaching staff will have less time to do their current classroom tasks. The standard of education of all children will therefore be compromised if the proposed cuts are implemented in August 2009.
The formula being applied to reduce PSAs is more heavily weighted for school roll and deprivation than on the actual needs of the children. This has lead to inconsistencies in the planned PSA reductions. A large school in an area of greater deprivation, but with no special needs unit will have a relatively small reduction in PSAs. In contrast a school in an area of less deprivation, but with a special needs unit will suffer greatly. The perceived injustice of PSA cuts has been exaggerated by the injustice of the outdated formula. No assessment of needs has been done. The proposed PSA cuts are not in the spirit of the Education (Additional Support For Learning) Act 2004 and, being purely financially-driven, contravene the legislation. These cuts will impact on the delivery of the Curriculum for Excellence, the Scottish Government's flagship education policy.
In summary, the PSA cuts will affect the delivery of education to all children in Aberdeen. These children are the future of the North East of Scotland and should be shielded from the financial constraints that the elected adults in Aberdeen City Council have created.
KIDS West Midlands provides support & opportunities for disabled children and their families. The organisation champions the right of all disabled children to live in an inclusive community and aims to empower them to change their society.
In addition to its specialist support provision it has also run a fully inclusive service for under 5's for the past 10 years. This service is unique and groundbreaking in that it is the non-disabled children who are included into a special needs environment. Such an arrangement is not only empowering for the disabled child but also educational for the non-disabled child.
This is inclusion work at the very grass roots of our society. Birmingham City Council has cut funding for the under 5's service and forced a policy change within KIDS to only offer specialist provision.
In Canada each year around 400,000 women will become pregnant and all these women will be offered some sort of screening or testing for an anomaly. As a result thens of thousands of women will be told their unborn baby may have a certain diagnosed condition.
Technological advances in fetal screening are presenting parents -and doctors- with enormous ethical, psychological and social dilemmas. Vulnerable, and with limited or biased information as guidance, more than 90% of prospective parents in Canada choose termination if their baby is diagnosed prenatal with Down syndrome. They may never know there is a world of resources, hope and support out there. In spite of tireless efforts from support groups their information pamphlets rarely reach prospective parents at the time they need it most.
The United States recently re-introduced the Prenatal Diagnosed Condition Awareness Act, which ensures prospective parents are supplied with balanced information about the diagnosed condition and educational programs for health care providers are established. The U.K. is making great strides in establishing public awareness campaigns about diagnosed conditions. In Canada an expansion of screening programs is not accompanied by an appropriate expansion of awareness and educational programs.
The Nova Scotia Down Syndrome Society believes that non-directive and balanced information about all options should be at the heart of prenatal screening.
The Nova Scotia Down Syndrome Society joined by the Candian Down Syndrome Society (www.cdss.ca), believe there is an urgent need for an Prenatal Diagnosed Conditions Awareness Act and that the provinces and territories participate or enact equivalent legislation within their jurisdictions. This Act would ensure provinces and territories responsible for health care set aside appropriate resources for the establishment of educational and awareness campaigns that will enhance knowledge about diagnosed conditions and allow organizations to create and distribute balanced and accurate information to women and prospective parents.
By creating a law that manages the above, Canada will ensure that all differences are valued equally.
Please help by signing our petition and please pass it on to everyone who might be interested, because every signature counts!
Environ 400 000 femmes tombent enceinte au Canada tous les ans. On propose à toutes ces femmes un dépistage ou un examen du foetus pour détecter des anomalies. Il s’en suit que des milliers de femmes s’entendent dire que le fœtus qu’elles portent en elles peut être anormal.
Les progrès technologiques réalisés dans le dépistage prénatal posent aux futurs parents, médecins d’énormes dilemmes d’éthique, psychologiques et sociaux. Fragiles et mal informés, plus de 90 % des futurs parents de bébés en gestation dont un dépistage prénatal a déterminé qu’ils était atteint du syndrome de Down avortent. Ils ne sauront peut-être jamais qu’ils ont à leur disposition une myriade de ressources, de possibilités et d’organismes de soutien. En dépit des efforts que déploient sans mesure les organismes de soutien, l’information que ceux-ci disséminent vient rarement en temps opportun aux futurs parents concernés.
Les Etats-Unis ont récemment réintroduit la Prenatal Diagnosed Condition Awareness Act grâce auquel les futurs parents sont éclairés de façon objective sur le diagnostic du fœtus. Cette loi met également sur pied des outils d’information pour les professionnels des soins de santé. Le Royaume-Uni met hardiment sur pied des campagnes de sensibilisation sur les anomalies diagnostiquées. Au Canada, l’extension des programmes de dépistage n’est pas accompagnée d’une extension adéquate des programmes d’information et d’éducation.
La Société du Syndrome de Down de la Nouvelle-Écosse et la Société Canadienne du Syndrome de Down (www.cdss.ca), estime qu’une information objective préservant la liberté de choix doit être au cœur du dépistage prénatal.
La Société du Syndrome de Down de la Nouvelle-Écosse est d’avis qu’il faut d’urgence faire voter un loi sur la communication d’un diagnostic prénatal et que les provinces et territoires suivent dans la foulée pour faire voter des lois similaires. Cette loi obligerait les provinces et territoires mettent de côté dans leurs sphères de compétence en matière de soins de santé les ressources nécessaires grâce auxquelles des organismes puissent produire et distribuer aux femmes et futurs parents des informations objectives.
Grâce à cette loi, les différences seraient traitées sur un pied d’égalité au Canada.
Aidez-nous en signant cette pétition et demandez à quiconque qui pourrait être intéressé d’en faire de même. Chaque signature compte !
March 24, 2006
Unless you don't know I have Aspergers Syndrone which is how I get my mad ideas. Every day I go to the E.C. which is a place for children with physical or mental problems.
The government is however planning to scrap all the special needs centers like the E.C. They say they want to help us by saying that we should saught out peoples needs individually but most of us think that there doing it to make more money for themselves. If they do close the E.C. it won't be such a problem for me but it may effect some of my friends.
At the E.C. the TAs and some of the students A.K.A. Me, are starting a minor protest and I've been drawing posters for the campeign. If you have been inspired by this E.mail then please sign my petition.
No time to waist, gotta go.
Please stop to the closure of special needs centres at schools in Wiveliscombe, Ruishton and West Somerset.
Somerset County Council's executive board made the decision to close the centres in January and the proposal is due to go before the Schools Organisation Committee in July this year when the schools affected will be able to voice their opinions before the final decision is made.
PLEASE FORWARD THIS PETITION ON TO ALL OF YOUR EMAIL CONTACTS
January 24, 2006
The special needs centres at Court Fields Community School in Wellington and Kingsmead School in Wiveliscombe are to be axed.
Somerset County Council's executive board made the decision to close the two centres along with the special educational needs resource bases at Ruishton School in Taunton and three more at schools in West Somerset. They will shut down in 2008.
The aim of this petition is to save The special needs units for these very special children.
For far too long now, the government has been cutting funding for families of Children With Special Needs. There are familes that need this funding. One of the results of this is that parents of Children With Special Needs are burning out! The families are often low income and have no other avenues to get the help that they need for their children. The government is taking the funding away and not replacing it with anything substantial to replace that funding. We need help to convince the government that this funding that they are cutting is being put to good use and desperately needed...If this interests (or you are one of those unfortunate families) please sign this petition. The more signatures the better! Thank you very very much...