DYSLEXIA BARRIER
I read with interest and not a little amusement your article about Rachel Parish and her EYPS qualification (EYP Update, 18 March). I applaud her achievement.
I too have followed a similar track and will shortly be graduating with a degree in Early Years and Childhood Studies; I am also dyslexic. I have tried without success to get onto the EYPS course at the University of Worcester because I have been unable to pass the maths and English Equivalency tests because of my disability in English and a suspected similar problem with maths. My English examination was severely marked down because of my spelling, unsurprising considering my disability.
I have written to the CWDC explaining my circumstances but despite my 30 years in the business, my forthcoming graduation, other Early Years qualifications, earlier foundation degree and the fact I have owned and run a large successful day nursery for 20 years, they still don't think I'm clever enough to carry on to EYPS - based on my inability to pass a maths and English GCSE Equivalency test.
This makes a mockery of the statement at the end of your article regarding the CWDC and the commitment they talk about regarding diversity.
Presumably, I'm far from being the only early years professional whose career has been stymied by decisions made by people with little regard to disability or 'real world' experience of educating, motivating and caring for nursery-aged children.
Sara Cookson, Hickory Dickory Dock Day Nursery, Kidderminster
Letter of the Week wins £30 worth of books
DOWN SYNDROME ADVICE ...
I was appalled at 'A doctor's diary ... Down's syndrome' (NW, 18 March). First, the question posed was, 'I'm a teacher and have a child with Down's syndrome in my class. I really have no idea what that means or what the implications are.' The article did not answer this question but instead gave a list of all the ailments and differences a child with Down (not Down's) syndrome may have from a 'normal' child. I say 'may' as each child is an individual and may have none of the ailments listed and may also achieve more (depending on input) than your doctor states.
Also, how does your answer from the doctor fit with the Every Child Matters and EYFS thinking that every child is an individual and should not be pre-judged?
If you had given a brief overview from your doctor and then contacted someone who knows all about teaching children with Down syndrome - eg Down Syndrome Education International - you would have given the enquirer something to work with rather than a blighted view.
As you may have guessed, I have a child with Down syndrome and have had to battle these preconceptions for some years.
Claire Walpole
See also A Unique Child - Inclusion: Children with Down's Syndrome (NW, 10 June 2009)
... WAS TOO NEGATIVE
I was interested to read 'A doctor's diary ... Down's syndrome'. I can understand that the article was focused on the medical implications but it was a shame it was so negative. There was no mention of the positives when including a child with Down syndrome in a mainstream school.
It would be good to have a positive article from a parent or setting that has successfully included a child with Down syndrome to send out the right messages to early years practitioners rather than a list of the medical implications.
Janice McKinley, portage co-ordinator, Education Bradford
The Editor Replies
The Doctor's Diary page is intended to focus on health; however, the question did suggest that it would address the issue of inclusion rather than purely give medical advice and we will address these broader subjects in future articles.
Dr Thakkar felt it was important that childcare practitioners were made aware of the potential health conditions associated with the syndrome.
Send your letters to ... The Editor, Nursery World, 174 Hammersmith Road, London W6 7JP; letter.nw@haymarket.com; 020 8267 8401
