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Sarah T's avatar

Another great article - thank you! As a 'translator' ie consultant, I hope I have always managed to include the emotions & the 'own words' of those in the charities / SEs I work with, alongside the 'impact' language. But this has made me think about the importance of making sure I do. And I really hope this is changing from the funder / commissioner end too.

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Chris Price's avatar

I give software support for special schools in assessing the progress the pupils/students are making. At its most basic, targets are set and their progress is measured against those targets. However when reporting on their progress these assessments are only indicators. As special schools are particularly child focused (mainstream schools less so) each child is ultimately assessed holistically. As some pupils make almost imperceptable progress (or regression), feedback necessarily emphasises their emotions and wellbeing.

In reading about the language of care I couldn't help feeling how the language reflected attitudes and approaches and that instead of trading 'impact' against 'feeling cared for', the two could be combined. In other words, can we live with using impact as an assessment but not allow it to stand alone or even relegate it to being secondary or tertiary?

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