Parents with Additional Needs

Adnan & Hasan's  story

Adnan & Hasan's story illustrates the importance of being available at short notice but also how to understand and overcome views arising from cultural differences.


Luka’s story

Thorough, unhurried communication from an IS pays off with a good EHCP and potential conflict averted.


Ny & Maggie’s story

Ny & Maggie's story illustrates how without the practical support provided by the IS throughout the EHCP process, the mum would have not been able to make any kind of contribution to her son’s EHCP. It also demonstrates the importance of finding a mechanism to flag up families who will need support, regardless of how well everything is going, and ensuring where the support will come from in the future once the IS role is finished


Pedro & Nancy’s story

Pedro & Nancy's story shows how the IS was able to provide vital support to a grandmother with parental responsibility for her 5 year old grandson who was at risk of being permanently excluded because the school were unable to meet his needs.


Precious's story

Precious's story demonstrates how a parent was able to develop her knowledge and boost her confidence to empower her to fully participate and make the decisions to support her child. The parent attributed this to the IS taking the time to explain things in a way that made sense to her and addressed her questions and concerns.


Raj’s story

Raj's story illustrates how families who are not aware of the support available, or have had no personal experience of, or familiarity with the education system in the UK could potentially become disconnected from their child’s education and development. They could lose sight of what they believe is best for their own child and instead would simply rely on professionals to make all the decisions and not have a voice.


Ross’s story

Ross's story illustrates the fact that some parents need more help than others but their wishes and aspirations must remain at the centre of the process. The parents had learning difficulties themselves and did not feel able to contribute without significant assistance. On a practical level, due to a system that is still heavily reliant on paperwork and on an emotional level, when as well as the usual anxiety associated when a child has SEN but having to undergo tests for a potentially devastating illness. Even in these circumstances, it was important that the parents were empowered to do what they could do e.g. phone the LA and make appointments etc. and feel able to drive the process. It also illustrates that joint support from the school with the IS ensured best outcomes for the child and his parents.


Shabnam’s story 

Shabnam's story demonstrates well what can be achieved when families are given time; the time to be heard, time to explain, time to understand, time to build and establish a relationship based on trust and confidence and the timing of appropriate, impartial information and support to make the best decisions for themselves and their daughter’s future. It also illustrates the effectiveness of coordinated services; schools, LA, IS service and the family all working together on behalf of the child’s future.


Amy's story

Amy's story demonstrates the importance of “listening conversations” if we are to really understand where parents are coming from and to know the best way to support them. It shows that parents really appreciate someone taking the time to understand their concerns and provide reassurance, which in turn can empower them to speak up on behalf of their child and ensure their voice is heard and fully participate in the EHC planning process.