Case study
Jack attended a SEND resource centre in a mainstream primary school, which didn’t practise adequate inclusion. Consequently, Jack was restricted to the youngest section of the centre, meaning his social contacts were exclusively reception and year 1 children.
At secondary level, Jack attended a special school 25 miles away, travelling by council transport. Because of the distance, his parents didn’t meet other parents or facilitate social events or friendships.
At 11 years old Jack ‘made friends’ with a five-year-old neighbour, with whom he played video games most evenings, for over a year. However, as the boy next door grew older, he developed his own school friends and abandoned playing games with Jack.
Jack is now at a specialised college and has no established friendships. His older brother, who would go out in the community with Jack, has left for university.
With help from college, Jack’s parents have secured direct payments for him to employ a young male support worker whose role is to support Jack in community activities and groups. Jack now attends a monthly nightclub for people with additional needs. Additionally, the college includes friendships as part of his support plan. Jack’s parents also have put efforts into meeting with other parents and young people to try and support friendships.
