Parent's
Voices
Parents are making inclusion happen in pockets around the world.
We need to listen to their voices and their experiences if inclusion
is to become a reality in our education systems. This page is a collection of stories and accounts from parents of disabled children.
Great Offer on Our Newest Books!!!
Save money when you buy our three newest books Restorative Solutions, Dear Parents and Seeing the Charade together.
Click on the flier to download pdf with more information and order form.
"Thank You very much for sending across the 'Dear Parents' book by Micheline Mason. Her book symbolises the invincibility of true human spirit and epitomises courage of the highestorder."
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The Nihal Armstrong Trust is a small charity set up in memory of Nihal Armstrong, who died aged 17, on the eve of his GCSE exams. Nihal had cerebral palsy.
They provide children with essential pieces of equipment, communication aids or specific services that their local authority does not provide.
A small group of trustees manage the charity. Between them they have a wealth of experience relating to families who care for someone with cerebral palsy. The Trust is keen to make life easier for these families. If you know of someone who is likely to benefit, please tell them about the Trust.
Including Samuel
Before his son Samuel was diagnosed with cerebral palsy, photojournalist Dan Habib rarely thought about the inclusion of people with disabilities. Now he thinks about inclusion every day. Shot and produced over four years, Habib's award-winning documentary film, Including Samuel, honestly chronicles the Habib family's efforts to include Samuel in every facet of their lives. The film also features four other families with varied inclusion experiences, plus interviews with dozens of teachers, young people, parents and disability rights experts. Find out more here.
A Parents Challenge
At the end of my son’s time at School I can only ask what has almost 8 years of segregated education had to offer him that inclusion in a mainstream school could not?
Through our experience, I can now see all too clearly how much more he himself, his mainstream peers and our society in general, would gain from the experience of inclusion.
I know that my son and I, and I also feel that we have all been diminished by the imposition of segregation.
If all pupils through such cynical manipulation of the education system were prevented from having what was legally provided to meet their needs, our society would be in an even sorrier state. However that my son should have experienced this for several years speaks volumes about the rights of a disabled young person in London at the beginning of 21st century.
I hope that in the future, other parents, pupils, teachers and education staff will have the courage, compassion, imagination and creativity, to resist the bullying and lack of accountability and instead responsibly unite and cooperate with otherwise segregated and excluded young people to allow all our lives to be enriched through the experience of inclusion.
Not begrudgingly, reluctantly or as someone’s job, just as all of our right to be in an inclusive society.
As for my son…unlike the isolated, withdrawn individual he has been described as, by his school head teacher and Lambeth education, finally he will begin to have more opportunities to be truly appreciated by his wider community for the fun-loving, out-going person that he is and that all those who truly care, love and know him well, know him to be.
Sadly and finally, this is the end of his formal education of a sort, and the beginning of his adulthood.
I celebrate with all who have helped him as many have – you know who you are. That he has benefited from his time at school means he has been helped and assisted by you and your efforts. I hope that my son in some way makes you as proud of your efforts as he does me. He is a constant joy and inspiration to me and I hope he has also inspired you and/or brought you joy.
Ross'
Story: A great alliance between a Parent and Teacher in
Scotland
I first met the Mitchell family in March 2000, when Euan - Jaynie & Willie’s elder son - was due to start school. As part of our induction programme, we visit the children and their families in the secure environment of their own home, and an interesting visit, it was, too! The purpose of the visit was to meet Euan, and give him the chance to meet me - which is exactly what happened. Upon leaving the house, I did what I always do, and that was to jot down a few first impressions about the child, and in Euan’s case, I wrote, ‘bright, articulate & confident.’ However, I then did something I don’t normally do and that was make a comment about the sibling - ‘have never seen a 3 year-old do a jigsaw like that!’ In the short space of time that we had been at the Mitchell home, I had seen Ross do an alphabet jigsaw back-to-front, upside down, and face down! Jaynie had obviously seen me watching Ross and told me about the fascination he had with letters, numbers and patterns, and that he had been diagnosed as having autism. This meant little to me - not little in that it didn’t matter, but I knew very little about autism. None of the training I had had at Moray House in the 1980’s mentioned autism, and, at the time, the term ‘social inclusion’ was unheard of. But, as I’ve mentioned, it was Euan I was there to see - and a lot of water would be passing under the proverbial bridge before then. Anyway, thought I, in my ignorance - and you’ll be hearing a lot about that, I assure you! - Surely Ross couldn’t possibly cope in mainstream!! read more...
Daring to Dream
By Jaynie Mitchell
I would like to talk today about Partners in Policymaking and what effect it has had on changing my family's lives.
For those of you who have not heard of it, Partners in Policymaking is a leadership course that runs over 8 months on residential weekends. The idea for the course first came from America, where they realised before us, surprise, surprise, that parents of children with disabilities, and people with disabilities, should play a major part in how services are designed and delivered. And how we live our lives.
I was the person on the first day that stood up and said I was fed up with every one banging on about inclusion - it couldn't work for Ross. Click
here to download the full tale.
Dear Little One......
Parents for Inclusion have created this wonderful letter which is being piloted in certain London Hospitals when any new child is born who is disabled. Contact Parents for Inclusion if you can create opportunities in your own locality for the use of such a letter. The letter is read to the new baby in celebration and welcome for new life! Download Dear Little One letter here.
Mother a poem by Clair Lewis - Scottish Partners graduate
by Alan Tyne, 2003
'Parents and disabled people have always known in their hearts they must be the change they want to see in the world. But they need not do this alone. Wise alliances give us the courage and the strength to be and to do what we know we can. Wise allies do not bind our imagination, they free it so that we can see the world as it could be.'
Assessing the situation...where are we?
I don't know where we are (is it a place?) because it keeps changing.
I'll start small, which is what I do know. And what I do know
is this: you never really know which of your efforts will pay
off and in what way. The frustration and the beauty is in watching
work that you did years ago that you thought had no impact, have
a profound impact in ways you never could have predicted. This
is true of both past and present actions. So I just keep going
following 3 rules/ ways of acting:
1. Keep the dream in front of you
2. Never scuba dive alone
3. Take the kamikaze approach
If you follow these (care of Jack and Marsha and host of others)
I feel you can't go wrong and you might even have some fun along
the way! Here are my examples for anyone who cares to read them:
Circles: Last week: we were very honoured to have Colin Newton
and Derek Wilson in Ottawa for a series of workshops and I think
I bullied them into coming to my daughter's school to do the set
up for a circle of friends.
This is a high school setting (grade 8) and I hadn't pushed the
school on the circle because I knew they weren't ready for it
and I had other battles to fight. This time I presented it in
such a way that they would look absolutely absurd if they refused
(we have experts coming all the way from the UK to set it up,
the parent (that's me) has found a volunteer to run it...hence
no staff time eaten up, and key admin at the upper board level
were keen to see it happen)
So it has started. And as I had imagined (although no one on staff
at school would believe me) 'volunteers' to be a part of Jan's
circle (or the ‘J Squad’ as it is now known) were
NOT a problem. At their first meeting they decided the TA was
too interfering and they came up with a plan to ease her obvious
presence and replace it with their own, at the second meeting
they realized they actually ended up doing Jan's work for her
(so keen were they to be there) and so they have now asked each
teacher to make sure they list the work to be done in class (for
all students) on the board and they will keep each other on track
without doing the work for one another. This was a giggle. Here's
the picture: Jan is in science class working madly away on her
alphasmart with a circle of about 6 kids around her. She is in
heaven! The teaching assistant walks in and asks if Jan finished
her work - sure said Jan, Gary wrote the definitions for me and
Tia labeled the diagram. And what...said the TA, are you doing?
Writing. And what does that have to do with science? Another girl
pipes up: It's called 'Love in the Lab'. Great giggles. So, it’s
not exactly where we want it to be but it has great potential
and the kids are amazing...
Whims: Colin and Derek were here because of whim. A great whim
that turned into an amazing opportunity. I knew they were coming
to the east coast, asked if we could bring them up to Ottawa,
our association said we had the money to do it and agreed we needed
to provide some support to the teachers and professionals (the
stories would make you sick, although I'm sure they are the same
everywhere). So we brought them in (in a not very organized fashion,
but it worked) and gave 1 full day to professionals and saved
half a day for parents. Lots of fun, lots of energy and lots of
focus on the meaning of inclusion. But we really were flying by
the seat of our pants. And I had a partner...my continuing partner
in crime Claire. We seem to work well together and dream up all
sorts of fun projects that keep us laughing.
Contrary Whim we started a group for young adults with developmental
disabilities (my partner in crime and I) to give them a chance
to meet each other. We found that both our daughters in schools
in separate parts of the city, were very alone...no one else included. So we wanted
them to get a chance to meet each other. Wonderful things are
happening with that group. One mom ended up changing her whole
schools approach and now has all the kids in the segregated class
out and included in homerooms and all classes!
(just because we got together and shared info and tears), another
child who was out of system for years is back in, and this year
the group is changing....we'll start out the same and then move
to a broader "youth" group. We're just kind of going
with the flow and the flow keeps pushing good people our way.
Lost Cause Long Term Reward: Having worked with my daughter’s
peers in elementary school (circle of friends and all that) and
having watched it all fall apart in grade 6, I watched in wonder
as all the kids came back together to support my daughter (in
their own way and of their own volition) through her first very
traumatic weeks and months of grade 7 in a high school setting.
Who would have thunk!!!! And so. I think that systems won't ever
offer what we want. But people will. Every chance you get to connect
in even one small way, will pay off. Really. I can bang my head against the system (and have!!!) over and over
again and all I get is a headache. But when I deal with the people
and look for changes in them (and find the ones we can work with)
I find there are so many little celebrations that make it worth
while. The same way we want the system to be person-centered (good
luck); we ourselves need to take a person-centered approach. I
have to admit, there are many that I just write off and move on.
But there are so many people in the 'system' that you will surely
find one or two who can work with you to engage in transformation
that has an impact on all our kids. And I mean all. Not just my
daughter or other young people with labels, but the other kids
in her class and her school too. Each time I reach out into the
school populations I find kids (or they find me somehow) who teach
me so much. They are just waiting for opportunities to thrive
and grow and have an impact and boy, does Jan ever give them that
opportunity. So, that's why I personally only engage in what I
call kamikaze projects. Find the right other person or group of
people and create something that fits your community, whatever
that might be, whatever state you are presently in. We are all
at different stages along the inclusion continuum.
Just recognize where you are and where you are going and the next
step will present itself. Get excited about what just a small
group can do and it will grow. Now I'm not saying this is a great
approach, but it works for me. I don't work well from anger. I
work best from joy and wonderment. So that is the route I find
myself choosing more and more. It is very far from excellent and
we are very far from the dream and we have many battles. But if
we have something to look forward to, something that's working,
then the rest is not so life-threateningly important. I've also
made sure that my daughter's life is not so dependent on school
for her sense of self and esteem. Hard to do with a 13 year old,
but we have built in many other ways of being in the community
and being in relationships with her peers.
How To Lose Your Mind but Mend Your Heart
(
LYM
and MYH identified as such, just in case you get confused)
Step 1 (LYM): Only ask your school (who have made their negative
opinion of circles of friends very clear to you) to start a circle
when you can make them feel cornered into doing it because you
have brought in 2 renowned experts from overseas to start it,
will provide a facilitator from outside so no staff time will
be wasted, and have sold the higher powers that be (one level
up from the school) on the idea.
MYH: Listen to the students observations about your child and
try not to weep as you realize that they see, feel and intuit
more about your child than the rest of the school put together.
Step 2 (LYM): Make sure you have at least one major crisis within
the first 3 weeks of meeting (something that involves, oh, let’s
say…private body parts or hormones or safety…pick
one, any one, just make sure it is particularly scurrilous).
MYH: It suddenly hits you that none of this would ever have been
revealed if the circle weren't in place, and you are grateful,
grateful, grateful for their presence and their sense of justice
and caring.
Step 3 (LYM): Ensure that all staff working with your child believe
that the only relationship any peer can have with him (because
of his disability, hence his inherent inequality) is one of 'helping',
hence their support and facilitation of the circle consists of
assigning duties like "on Tuesday you must eat lunch with
X and then go to the library and play cards".
MYH: The kids hang on in spite of this.
Step 4 (LYM): Go way beyond the boundaries (especially since you
are a parent with no credentials or experience in the reality
of what life is like in schools) and insist that staff are NOT
to assign duties, but consult with the circle. You have just crossed
boundary number 3 (or is is 4?) by suggesting that they consult
the students (gasp) and the facilitator who is only a measly college
student with no title to his name, an outsider, a renegade, an
irresponsible young guy with an idealistic vision that does not
in any way equate to the hard-nosed reality of what education
is all about.
MYH: The facilitator hangs on in spite of this.
Step 5 (LYM): I forgot, back between steps 1 and 2, make sure
you have a cross-section of students, including one high honours
student, one who has been suspended at least once and another
at the low end of the 'performance scale' in terms of academics
(but who is the leader and shaker in all things to do with dances,
school events, sense of humour and creativity) - just so the school
can shake their head at the inappropriateness of the students
involved in the circle. But what about the chess club?
MYH: Laugh at the circle's perceptions and ideas, all things you've
thought but never said outloud (the assistant is tooooo bossy!),
get teary-eyed when said suspended student is the one who always
makes sure your child is in the thick of things and goes that
extra mile to reach out and talk to him, nod in understanding
when they explain why your child was kicked out of yearbook (they
roll their eyes, yearbook! not a good idea, yearbook is a very
snobby group, he doesn't want to join THAT club!).
Step 6 (LYM): Be a good listener when the school tells you that
they still don't believe that circles work and they see no impact.
MYH: Watch your child blossom in confidence (and lippiness!),
run out the door eagerly on Tuesday mornings (the circle meets
on Tuesdays) to get to school, and start to eat lunch with others.
Act surprised when the school tells you that 2 other students
want to find out more about the circle and how they can join.
Labels
By Nancy Huggett
My daughter, Jessie, is 14 years old. She loves french fries, short skirts, Hilary Duff movies, boys, writing, dancing, listening to books on tape and baseball. She dislikes all vegetables, cleaning her room, detentions and being forced to walk long distances because her mother thinks it would be healthy for her and the environment. She also has Down syndrome and has been variously labeled as having an intellectual disability, a developmental disability, and special needs. But this so-called “disability” is only one small part of who she is. She is not her diagnosis; her potential and her gifts cannot be defined by her Down syndrome or what ever label you might choose to attach to her. In fact, among friends and family, and in typical settings (including school), her label is irrelevant! What is relevant is her own unique combination of talents, skills and learning styles that describe who she is, where she wants to go and what she has to offer her friends and community. Read on...
or try
SHHHHHH!
Don’t Break the Rules!
by Nancy Huggett
Challenging Behaviour and Autistic Children
Children who exhibit so called 'Challenging behaviour', often have parents that
could also be considered to be a 'challenge'. Perhaps this misconception
arises from our deep desire to improve our child's quality of
life. I myself am the mother and the sister of a couple
of 'autistics' and I have to confess, I know that I have
been seen to be 'awkward' (in a non-violent way) on
many occasions. I have met many parents of autistic
children over the years and I'd like to give you my classification
of the parents of autistic children. It is conventional to classify
autistic children according to the impairments of social interaction
and describe their varieties by grouping them into four main types:
the aloof group, the passive group, the ‘active but odd’
group, the over-formal, stilted group (Wing, 1996). I will try
to do the same with the parents, using almost the same headings,
though the subdivision the parents fall under does not necessarily
coincide with that of their child. Besides, like their children,
with time, the parents can shift from one subgroup to another.
Depending on what stage they are in, and how they have come to
cope with their situation, they fall into four categories:
The aloof group
These parents believe the ‘specialists’ when they
say that their child is hopeless. They may or may not institutionalise
their child, as advised. If the child is kept at home, the family
tries to ‘hide’ him/her from people, feeling ashamed
of having such a disabled child but still loving him. They feel
helpless to change anything in their life. They are typically
very sensitive to the stares of people while out with the child
in public and always end up with tears of shame and bitterness.
They avoid social contact and live in their own small isolated
world, and the child is cut off from the world not only mentally
but also physically.
The passive
group
These parents are not completely cut off from other parents. They
are sure there must be a pill or a treatment that would solve
all their problems and, sooner or later, it will be offered to
them. They accept all the offers they are given, they are very
obedient, and often the child is traumatised when the parents
agree to place him into hospital and treat him with medications
and injections prescribed by the ‘specialists’. These
parents have no doubt that ‘the specialists know better’
and do what they are told.
The ‘active but odd’ group
These parents are very active. They look for any information in
their attempt to find a ‘cure’ for their child's autism.
They travel to different cities or even to different countries
just to consult the specialist they have heard of or to try the
treatment they have read about, irrespective of the effects (or
ill-effects) (e.g., holding therapy might be tried despite the
child's hyper-tactility). They are sure they do their best for
their child, and are ready to spend all their money on the most
expensive treatments. Their love is great, but perhaps ‘blind’
as well. Sometimes the children benefit from it, sometimes they
are harmed.
The professional group
(The name does not coincide with that for the children.) Fortunately,
this is a numerous group, and growing. These parents decide to
change their focus and become ‘professional parents’
for their child. They start with the assumption that specialists
might be, and often are wrong, after all, they cannot know everything. They
know that research is being carried out, and what is considered
to be right today may turn out to be wrong tomorrow; and that
nobody knows their child better than they do. Like the third group,
these parents actively seek information, but are reluctant to
try everything. They are akin to permanent students, with a desire
to learn about all the theories and approaches to find the right
ones for their own child. They are very critical and express doubts
about everything, but readily embrace the things that really matter
and really work. They question and want explanations, rather
than accepting information at 'face value'. Because they know
it is impossible to help their child without helping others, they
unite their efforts and work together. They will openly cry in
meetings because they feel their child’s pain and future
disappointments. It is these parents that are often
more supportive to one another, constantly aim to build
a brighter future for their children and young people. They are,
or they become incredibly creative in their approach to their
'nuclear family's' life, both inside and outside of their
home. They see and use the diagnosis/label of an 'Autistic
Spectrum Disorder' to be the enabling 'signpost' that it should
be, and not the disabling label it has become. They
seek cooperation with open-minded professionals, specialists
and scientists, in doing so, they form great mutual respect for
those who really care, and continue to fight against ignorance
and the incompetence of bureaucrats. They are prepared to test
new laws and redefine thinking within the many systems designed
to support and educate their children and young people. They
often see the beauty, gifts and value the uniqueness within every
person, not just those who are described as being 'autistic'.
Their passion, efforts, and activities give us all
hope and keep us moving forward.
I know which group sub group I belong to ( and for a very
long time too)!!!
Sharon Scoffings. (Professional Parent: Nottingham City,
UK) Challenging, and proud of it!!!
Look to the North Star -:∫:-
*¸..· ´ ¨ ¨)) -:∫:-
¸.·´ .·´¨ ¨))
((¸¸.·´ ..·´ -:∫:-
-:∫:- ((¸¸.·´ * from Sharon.
Why It's Worth It
Inclusive Education in Scotland
A Parents’ Perspective
by Ceri Mollard Order
The tone
of righteous indignation that runs through this fine book is set
from the start in the words of Nina McDonald, a disabled pupil
at Rothesay Primary on the Isle of Bute, she says: When
I heard that (some children with disabilities don’t get
to go to their local school because they are different), I was
shocked and my sister was shocked too. Why can’t everyone
to the local school with their friends and sisters and brothers.
Why can they not?
Why indeed?
This beautifully produced book spends the ensuing 156 pages reporting
on the struggles of 15 sets of parents within the Scottish education
system to achieve a fully inclusive school experience for their
sons and daughters. All the parents interviewed by Ceri Mollard
had participated in ‘Partners in Policymaking’ - a
leadership development course for disabled people and for parents
of disabled children under 18. So we are hearing the radicalised
parent voice in this book - voices with a clear vision and high
expectations of the system. All too easily dismissed as ‘the
lunatic fringe’ – these are the family narratives
that will set the tone for change and drive inclusive practice
forward. All of the young people involved are participating in
their local mainstream schools. When we remember that as little
as 15 years ago this would have been deemed impossible and inappropriate
- given the levels and types of impairments that many of the children
have - then we get some sense of the important changes that are
taking place in developing inclusive education across Scotland
and beyond.
Ceri Mollard has grouped parents’ experiences in this arena
into 7 key themes:
Making an informed choice about your child’s education:
access to information and advice;
Planning and support for inclusion: a two way process;
Parents’ experiences of special schools;
Assessment;
When children are legally excluded;
The benefits of inclusion; Conclusions.
There is also a section on the SEN Policy context within Scotland
and a useful listing of books, resources, key contacts and websites.
Each theme is brought to life with parent’s in-depth reflections
on their encounters with different aspects of the special needs
system; sometimes angry, often baffled in the face of administrative
double-speak, the learnings from parent’s experiences are
ably summarised for each theme by Ceri Mollard. I especially enjoyed
the section entitled ‘The benefits of inclusion’ and
one anecdote in particular from Jaqui Reid, mother of Stephen,
who relates how his experience of inclusion has meant he has begun
to soak up ‘youth culture’, ‘We now have to flip his fringe straight up and then
it has to be divided into wee horns and he won’t leave for
school unless it’s like that’.
Throughout the testimonies the gap between parents’ hopes
and aspirations for their disabled child and what education professionals
see as appropriate and achievable is always in evidence. While
some may view these parent’s expectations of the ‘System’
as ‘unreasonable’ - we do well to remember that unreasonableness
is what we expect of parents when they are acting on behalf of
their child. It comes along with unconditional love and is part
of the precious bond that all respect and acknowledge. The ‘System’
on the other hand is charged to do what is ‘reasonable’
(e.g. to make ‘reasonable adjustments’) and to be
accountable in its use of public monies. Our attempts to bridge
this gap are what drive Policy forward towards a more inclusive
school system. And without the parent voices that expect more,
there would be little, if any, significant change to the way we
do things.
Indeed, there never was a better or more appropriate excuse to
quote again from Margaret Mead:
Never doubt that a small group of committed citizens
can change the world – Indeed it is the only thing that
ever has…
So, congratulations to Ceri Mollard and SHS for creating such
a beautiful vehicle for these voices to be heard. Whether you
are an SEN administrator or a parent of a disabled child –
you gotta read this book!
Some thoughts from a mum with a radical perspective
I have been reading your site and truely believe that the parents of children who have disabilities are quite remarkable people, displaying courage strength and determination to change this world and make it more inclusive.
To truely value diversity, I believe that we must be aware of all potential perspectives and value those proffessionals who study those perspectives. That does not mean that our perspectives are not valuable or worthy, in fact if we are the oppressed in the situation, then this must mean that people are threatened enough by us to feel the need to oppress, therefore, our point of view has shaken the congruence of their training.
Diversity I believe is the fundamental aspect of survival on this planet and in line with this perspective, I believe it to be necesary in all aspects of our interactions. If we believe that 'Diversity' is the one and only fundamental function of our planet, our existance and our sustainability. If this is our core value then nothing can go wrong; children would be included, the planet would be sustainable, life would grow to be fruitful, as we would always be seeking that important aspect of life that is special to each individual, each region, each country etc. We would always be supporting each other to find the thing that we can use to collectively grow.
Off my soap box for a moment and back to the nitty gritty; If we find ourselves in a meeting and everyone is from Health and Education and of the perspective that 'this child must be fixed', it is helpful to contemplate the other options open to us to tackle this and create a balance / diversity of ideas and perspectives.
Children's Diversity Tool
I found this tool and have adapted it specifically for use in such situations to point out to those people that whilst they have trained in a certain discipline and I value their input many other perspectives are valuable and neccessary in the world and I myself have studied for many years in the other disciplines, as many parents have. This has helped me to refocus the group on a balance of addressing need.
I wondered if this might be a useful tool for other parents? I must admit that often the 'professionals' need to have this diagram explained in detail to them, so deeply are they entrenched in their single perspective.
Cheers!
Deb Barnett
Useful Links
-
Elaine, a Nottinghamshire mum attended an Inclusive Solutions
event: 'Including Children with autism' and took notes of the
day. You can download a copy here Sensory
Super - Sensitivities.
-
Are you a parent in the UK and involved in a Statement Review? Download this exemplary letter written by a parent in preparation for a Statement Review and making a clear case for inclusion . The letter worked! Feel free to download, amend and reuse......
PACES of Litchfield are based in New Hampshire, USA and they have a very useful web site . We like their style and their mission! See below.......
Our Mission.....
To provide support and information to enable parents to make informed decisions regarding their rights and the rights of their children, until each and every child receives the education they deserve and are entitled to.
We are parents with children who have learning differences. Our parents have personal experience, training and information concerning the educational process.PACES of Litchfield is a positive, solution oriented parent committee that is committed to establishing a collegial atmosphere between parents and faculty involved in the special education process.Our membership is open to parents of children with educational needs and anyone interested in their child's education.
We too at Inclusive Solutions share this mission offering whatever help we can to parents and carers striving for mainstream entitlements and inclusion!
Books and Resources
