Well, it's not really school, although I was mainstream educated- with very few issues (the main one was horrific bullying but that wasn't related to my visual impairment), but I got through that, got through college no problem and have just finished my first year of university. I think for me, with my impairment, the school had to listen to me, rather than pressing on regardless, and most of the time they did.

dd is 7. she has CF, epilepsy, speech and language, mild learning difficulties and dyspraxia. she is at mainstream and is totally included. she loves school, has a best friend and generally is well supported at school. At a recent parents evening, her new teacher spoke to me for ages about her plans for dd's inclusion and how she is going to be able to accessthe curriulum. she sings in the shows and is proudof her work and her school.

I can't speak hjghly enough of her small friendly school.

dd2 is 5 with cerebral palsy and just finishing yr r of mainstream. she has had a total ball.
(lol at 'approximate irish dancing' - dd2 does 'approximate' ballet, which she adores)

we are moving in three weeks and she will be going to a new school, but already the teaching staff there seem to have made every effort to prepare and welcome her.

success in school is all about parental communication and getting them on side. it helps if you first ask them for help and appeal to their professionalism, and then get bossy build a partnership

DS is 6 with ASD and in mainstream with 1:1 support. We had a review meeting last week, and was delighted to be told about his improving social interaction, especially with one girl with whom they have said he is forming a mutual and real friendship. The SENCO described him as an asset to the school, and told me how the other kids respond to him really positively. So good to hear when a year ago he wouldn't enter a classroom and told me other children scared him.

My daughter attends a PMLD/SLD special school and she loves it. She has always made progress and she has nmany peer friendships. I agree with 2shoes about the community aspect of sn school. It really is a special place

My dd1 has down syndrome and for the last two years has attended a mainstream junior(primary) school here in Aus. She loves it and is making great progress. Her teacher really believes in and walks the walk (iykwim) with regards to inclusion. Dd1 is learning, she is engaged, she has friends and loves going to school. In fact she would attend every day if she could. She is well liked and accepted. TBH - the children accept dd1 differences and all. In fact the differences are that big a deal with them - more so for their parents than for them. Dd1 does not have full time 1:1 aide time BUT she does some intensive time with sn in terms of fine and gross motor programs. We are so happy with the school she is at.

Nope just taken ds out of the pig ignorant religious mainstream school that dont see children all the same...only as second class citizens if got any problems!

I think I will be able to post something postive on ds with new city centre school with over 30 languages, open to all children from all walks and no religious damnations{smile]

At your son's age DS2 would have been exactly the same It's only since school that he has taken any notice of other children - and it has also helped him to accept direction and cope with noise, bustle etc. more

It means so much to me to hear these positive stories - did anyone see the documentary on Tourette's which was repeated recently? - I thought both the guys were lovely and it brought tears to my eyes to hear of the first man's experiences of school but I was SO glad to see that the young lad was having an altogether better time of it. Such a difference knowledge/understanding in school/wider public makes.

sphil yes the nursery is brilliant and I'm still thrilled that I found it even if it is a half hour walk (I can't drive, that's another story [sigh])We've been for play sessions and I could have been in Timbuktu for all the notice ds took of me once he got inside

LOL about the "approximate Irish dancing" - I was not exactly the star of my dance class according to my mother as I tended to drift off into a corner and twirl around to a completely imaginary tune. I thought I was a beautiful ballerina, but apparently my dance teacher saw it differently

But I would be SO PROUD to see ds taking part in a group activity at school - atm the fact that everybody else is doing something is a prime reason to have nothing to do with it. He's made loads of progress though at the Children's Centre - will now sit in the middle of a circle instead of running in the opposite direction and he joined in the musical instrument bashing instead of freaking out (even if he didn't quite understand why his musical instrument of choice couldn't be the CD-player...)

Good stories here too. DS been to SN school since he started, now nearly 8 and described as 'superstar' by his teacher last week.

They have worked hard to accommodate his SPD probs and developed strategies that have enabled him to feel more in control of his environment, so calmer and able to learn.

They are letting his strengths shine (He can read like an adult and his love of documentaries means he's practically and engineer) while shifting him on with what he finds really hard (Writing, concentrating, moving about without falling). He has come so far, has good relationships with staff and although he always asks if it is school day in the hope that it won't be they tell me he is happy when he is there.