I work with girls who astound me every day; who push my already sky-high expectations of them and deftly dispose of social stereotypes. They are the students at Limpsfield Grange, a special school for girls with communication and interaction difficulties. Most of these girls have autism; which, for women and girls especially, is still sadly a very misunderstood condition. However, we are trying our best to change that.

The girls at Limpsfield Grange would be classified as vulnerable learners in any setting. Having special educational needs makes you a vulnerable learner, and often a vulnerable adult too. But, being a female with special needs adds an additional layer of vulnerability.  

Around the world these women and girls are often treated as helpless objects of pity or subjected to hostility, and can be excluded from enjoying their fundamental human rights and freedoms. Women with disabilities were reported by the UN to be at increased risk of physical, psychological or sexual violence, facing multiple levels of discrimination. Often they are seen to have no social value, and are either invisible or ridiculed.

Last month, one study highlighted the huge differences in quality of life for girls in the UK, with massive local and regional differences. 20 per cent of participants reported facing sexual abuse during their education. If the study had focused on girls with SEND, would the outcomes have been much worse?

Promoting positive images

As educators we have a duty to enable the next generation to develop the right skills, tools and knowledge to thrive. I want the next generation of girls with SEND to take their place in a world that respects and values them.

I want these girls to live the life that they choose, and not live a life that is chosen for them. I want them to be proud of who they are, confident in knowing that they can make a contribution to society.

So how do we promote positive images of women and girls with SEND? We need to highlight the contributions that women and girls with SEND make to society and their communities. We need to have the highest expectations of girls with SEND in our settings, and give them a range of strategies that will enable them to manage and control challenges in their lives.

We need to teach them to be safe, strong and resilient because, as Helen Keller said, “life is either a great adventure or nothing.”

Sarah Wild is the head teacher of Limpsfield Grange school. 

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