HEATHER: CREATING INCLUSIVE 

SPACES

SEND (Special Educational Needs and Disabilities) programmes are becoming a crucial topic in today’s discussions, addressing the needs of children with conditions such as autism, ADHD, sensory processing disorders, and more.  

If you don’t have personal experience with these conditions, you might not give them much thought, or misunderstand their needs.  

However, it’s essential to consider the needs of these children. Without addressing and understanding their requirements, they will continue to be let down by a system that isn’t designed for them. 

Our current educational framework was designed for and primarily serves neurotypical children, leaving those with additional needs to fall through the cracks. Despite the efforts of individual teachers and teaching assistants, they often lack the time, resources, funding, and specialised knowledge to fully support each SEND child. This is why, as a SEND parent myself, I am deeply committed to participating in a steering group for SEND programmes and ensuring that BANG addresses the needs of SEND children. 

There is immense joy in seeing a child with additional needs who feels understood and supported. These children grow up in a world that often isn’t tailored to them, so even small adjustments to make them more comfortable can make a significant difference. 

Children’s services and programmes sometimes mistake ‘accessible’ for ‘inclusive’. Our goal should be inclusivity, ensuring that not only can children physically access activities, but their additional needs are also considered and addressed. 

As the saying goes, “When a flower doesn’t bloom, you fix the environment it grows in, not the flower.” This principle guides us at BANG as we develop and deliver youth programmes that enhance young people’s personal and professional skills for life, with a particular focus on supporting SEND children.