Increasing participation

Pupils as self-managers

Whether our pupils are in and out of hospital on a fairly regular basis or on a single long stay they have common initial fears prior to going in for treatment. However those pupils who are 'regulars' settle in quickly as they know the hospital staff well (see Picture 6) and are aware of treatments and routines.

One of the positive hospital management strategies nowadays that assists in settling youngsters in is their involvement in decision making. Our students report that they are made aware of the issues in their care and are given a chance to be in control, particularly of pain. This is greatly appreciated. The right to have control of one's life is also respected by the education services based in the hospital. Pupils feeling well enough to sit prelims or SQA exams can do so within the hospital. Important decision times at school, such as option choices for S2 or S4/5 where pupils' views are paramount, take place at the hospital when necessary. The appropriate AHT links with the hospital and visits several times. Such support is possible because our regular and close contact with hospital staff enables both medical and educational support to come together to enable the student-patient's holistic progress. Parental liaison is also maintained in school and during hospital stays to ensure that families are fully consulted about educational plans and progress. There are times when there seems to be little or nothing to do in hospital and boredom sets in (despite the fact that our students report that some of the nurses 'are good fun and joke to cheer us up'). Hospital is one place where school pupils are actually pleased to have some work to relieve the boredom and school-hospital liaison is happy to come speedily to the rescue!

Student participation

Students also have a certain amount of control within the hospital education context. Within reason they can decide on the location and times for classes. For instance, they can stay in bed or move to an area put aside for teaching at the end of the wards at Yorkhill. When they are genuinely not able to concentrate they can cancel a scheduled input. The ethos of Ashcraig School and the rights of the individual pupils are part of the driving force of the school. The Code of Conduct was drawn up by the pupil councils (see Picture 7).

All staff and pupils work towards the Code's aims and the links with HEHTS encompass the same ethos. This permits an ease of liaison for all, with the pupils being well aware of their role in relation to these issues. The ethos of both hospital and school has helped foster pupil advocacy, which has empowered our pupils to participate in audits and initiatives dealing with changes in service arrangements and support for young persons.

The students got together to share their views, deciding to promote their standpoints outside the school context as well as within it. After spending time brainstorming they produced posters and leaflets on various aspects of youth and disability including a handout outlining The Teenage Dream (see Picture 8). All this positive advocacy led to a group of pupils running a stall at a Disability Awareness Day at Yorkhill Hospital in June 2002. They addressed the public and hospital staff, promoting youth philosophy and dealt very competently with a variety of questions put to them. They felt good about themselves and we were proud of them.

Improved access to trains/bus stations holiday accommodation leisure facilities/swimming pools clubs/pubs (for future use of course) restaurants schools colleges/universities adapted houses		Communication easy and fast supply and maintenance of equipment guidelines in all public places on better management of people with communication problems no funding problems public equipment in place and in working order easily accessible interpreters for the deaf
Health talk to us in language we understand staff talking to us not only the parents an ear which will listen without judging involvement in decision-making assistance to make our view heard better wheelchairs faster replacement of wheelchairs		The Future no discrimination acceptance as a person (not a disability) real inclusion in society sufficient adapted housing employment in retail, journalism, sport, drama, restaurants, the list goes on and on!

Pupil achievements - some examples 2001-2002

It is not possible to look summatively at all pupils within Ashcraig School or identify any pupils who might be described as typical or representative of the school. While of course every school and every pupil has their individuality, we think encapsulating our pupils' diversity is particularly challenging! However, what we must do is examine every pupil's achievements, taking a holistic perspective, and see if we could be doing better. We have tabulated the profiles of three pupils to illustrate the issues they face and the extent to which they succeed academically.

Illustrative pupil attainments

Reflecting critically and planning ahead

As we proceed, we evaluate our work and try to react constructively to new situations and improve anything in need of improvement or updating. The teenagers we are working with are quick to point out if their needs are not being met. We will move ahead in technology now, as a result of pupils' own enthusiastic urging, and the example of some members of staff. It easy for practice to become merely the maintenance of a routine when a system is working effectively. We would therefore see the following as priority areas for action in the continuing collaboration between Ashcraig and HEHTS.

	Keeping up to date: It is crucial that Ashcraig ensures that HEHTS is kept up to date with new courses, and revisions to existing courses, so that the most effective use may be made of curricular materials.
	Teacher collaboration: We will 'refresh' the visiting programme between school and hospital and hope to be able to offer short-term teacher exchange.
	Infrastructure: We will, as mentioned above, try to ensure that the ICT systems in school and hospital are compatible so that ICT will provide an effective and speedy communication framework.

In the longer term we also hope to move from subject-based collaboration to working together on the underlying skills our pupils need to develop for achievement in all areas of their rather complex lives, including academic attainment, critical thinking and emotional intelligence. 'Joined-up' working takes time and effort but pays dividends for our pupils.