Social good, provision

Within the community of people with disabilities and their advocates and service providers, attitudes toward social assistance are somewhat divided. Some see it as unwanted charity or fear that it will reinforce patterns of exclusion. Others see the pragmatic benefits of income support as part of a larger package of needed public policies. Some even see increasing provision of social assistance as a tool helpful for achieving progress on other policy fronts pertinent to people with disabilities (Marriott and Gooding 2007). 

Some students designated as having special needs do have social contact with their peers and have other stndents who look out for them in lessons. For some there is good social interaction. As one member of staff pointed ont Some SEN kids stick together but some can cope with the social side of being in a big school. Children are OK with each otiier here. Attitudes are nice . It is clear that friendships between students in resonrced provision and elsewhere in the school do exist and there is a sense of tolerance and acceptance Kids mix with a wider circle. This is helped when they are from the local catchment area and they meet outside school . 

Nevertheless students from resourced provision tend to stick together because support workers are constantly with them at lunchtime and natural opportunities for social contact are not necessarily easy. The attitudes of other students have not always been good. As a teacher in the resourced provision stated, A kid knocked on door and said, Is this the disabled class 1 made him come into the lesson and do work and asked him what he learned, and he wanted to come back . 

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