Downs With Ups

There was an ad once about a drink that was touted as being as “the drink you have when you’re not having a drink”. It was similar to whisky but without the alcohol. It was called ‘Claytons’. Now, the term ‘Claytons’ is used to refer to something that is substandard or a poor imitation. Our options for Poppet’s secondary schooling are ‘Claytons’, they’re not really options at all. Well at least there isn’t one that is just right.

As I mentioned in my previous post, we were required list our three preferred secondary schools. Our list included the special school (SS), in our zone, a secondary college that’s out of our zone, and our local high school. We didn’t list the special development school (SDS), because our thinking was that Poppet would benefit more from attending the other types of schools, but if all else failed it would be the fall-back position, for this is apparently the school most appropriate to her abilities.

I must say when we visited the SDS a second time, I was even more impressed with the school and its principal. He seemed to have firm views about how children with special needs need to be included more in mainstream society.

“We need to get them out of sheltered workshops and into the real world, with everyone else,” he mentioned to us, as we walked through some of the classrooms. “We need to give them more support to succeed.”  To this end, he is working towards getting the school accredited so that it can run ‘certificate’ courses that provide students with qualifications, that are recognised in workplaces.

He also seemed to be aware of the issues faced by children such as Poppet, who don’t exactly meet the criteria for a SS and are perhaps too ‘bright’ for an SDS. He has as a result, put together a class of high performing students, of which Poppet would be a part if she were to attend this school. The teachers of this class would ensure students are challenged according to their ability, academically. “She would be a star,” he told us after spending some time talking with Poppet.

Her current teacher and principal visited the school too and they were impressed with its facilities and staff, so we have their input to rely upon as well. I’m just not sure how Poppet would react to being with these types of students after spending the previous seven years with average kids. I guess she’d adapt.  So if Poppet’s experience at any of the other schools we’ve nominated is anything less than constructive down the track, I know she will be accommodated at the SDS.

Her teacher and principal also visited the SS and felt that Poppet would fit in well there too. This was our first preference but, as Poppet failed to meet their selection criteria, we are relying on the school’s discretion and approval from the regional bureaucrats. Poppet was visited by two staff from the SS, who seemed to think she would fit in. The level of funding allocated to Poppet’s education will be a major factor in whether or not she is accepted.

The SS was our first preference, as it seemed to be the best blend between a mainstream school and SDS. However, after speaking with a mother has a child with Down syndrome at the school, it seems they are not necessarily familiar with how to get the best out of such students.

“We don’t have many children with Down syndrome,” the school’s admissions person advised us. “They usually go to the SDS.”

Poppet has yet to visit this school. I’ve been waiting until the region makes its decision. If we get the green light, then we’ll visit the school and I’ll be very interested to hear the responses we receive to my questions, such as “What support would Poppet’s teachers receive when learning about students with Down syndrome?” and “Would Poppet’s teachers be open to learning about the best way of teaching students with Down syndrome?” and finally, “Will Poppet be given the same opportunities to undertake certificate qualifications as the other students?”

If I suspect any hesitation with the answers, I’ll strongly consider sending Poppet to a mainstream school, which I’m sure you’ll not be surprised to learn that this brings up another set of issues.

In Victoria, there are two streams of secondary school education, when it comes to the final two years. The first is academically based and is called the Victorian Certificate of Education. This is the ticket to tertiary education. Then there is VCAL, which is the Victorian Certificate of Applied Learning, which is more practical in its application and is a prerequisite to things like apprenticeships. This is what we would hope Poppet pursues, gaining a qualification in something practical, something that will help her secure employment after her schooling finishes.

Our local secondary school doesn’t offer VCAL, which means Poppet would need to leave school at the end of Year 10. I’m not at all comfortable with this. I’d prefer her to stay at school for as long as possible. With this knowledge, we applied to a secondary college out of our zone, although I’ve learned that this school is at capacity. Unless their student numbers decrease, it will be unlikely that Poppet will be offered a place.

The SS offers VCAL subjects, so we will be keen to know that the school helps her in achieving success in this area. Ideally, this would start from around Year 10, where she would attend school, attend her VCAL subjects and work a day a week. The number of days ‘studying’ would decrease as the number of days working increase over the next two years to the point whereby she transitions straight into employment from school.

Only the school can help Poppet achieve this, which is why I’m keen to learn how ready they are to really work with her to achieve success. For Poppet, this would be the best outcome, secure in employment, contributing to society and maintaining her independence.