Baroness Tanni Grey-Thompson raises concerns for disabled community after government passes assisted dying bill
Grey-Thompson sits in the House of Lords and has stated she hopes to amend the bill and make it stronger so that disabled people are less likely to be coerced into agreeing to assisted dying.
The baroness said, "Right now a lot of disabled people are worried and this is the job of the Lords, line by line legislation."
The Terminally Ill Adults (End of Life) Bill was approved by 341 votes to 291 at its third reading in the House of Commons, a majority of 23.
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Reuters
25 minutes ago
- Reuters
Trump says US is close to reaching a trade deal with China
TURNBERRY, Scotland, July 27 (Reuters) - U.S. President Donald Trump said on Sunday his administration was close to reaching a trade deal with China, but gave no other details. "We're very close to a deal with China. We really sort of made a deal with China, but we'll see how that goes," Trump told reporters at the start of a meeting with European Commission President Ursula von der Leyen in Scotland.
The Guardian
25 minutes ago
- The Guardian
Parents, beware the devastating consequences of measles
After reading the letters about vaccine misinformation and hesitancy (Measles surge shows why vaccinations are crucial, 20 July), I felt I must write to tell you of one unrecognised cause of the drop in vaccine uptake: when I worked as a community school nursing sister in the 1980s, with 11 state schools and a number of private schools that took up the vaccine service, we had 98% uptake of vaccines in the school setting. This was due to the system of sending letters home to parents requesting their consent and following up by phone, if necessary, by the school office staff. The children came in class batches. Then the local health authority decided that this service should be discontinued and parents were invited to take their child to the local GP surgery for their vaccinations. The uptake plummeted to less than 40% of eligible children due to children not taking the letters home, or parents forgetting or losing the letter – or being unable to take time off to take their child to the surgery. When I asked the GPs at the local health centre what the uptake for the cohort of eligible children was, they looked at their records and were surprised, but reluctant to do anything about it. Health visitors were responsible for, and very successful in, advising new mothers when vaccines were due, where to get them and encouraging uptake. It should be compulsory for all vaccines for preschool children (which includes measles) to be done before a child is admitted to school, as in many other countries. As a midwife, I saw a baby born to a mother who had contact with rubella in early pregnancy. The little girl was born with a body rash, had bilateral cataracts and was totally deaf. She was was very ill. Schools for deaf children may return again for these children if vaccination is not taken up for whatever reason. How StephensLiphook, Hampshire I contracted measles just before the NHS was established. With it came serious ear infections, burst eardrums, etc. There were no vaccines, just ear drops. Over the years the infections and operations continued and now, aged 82, I have no hearing with complications. I beg people to think seriously about vaccination. The consequences of measles can sometimes be devastating. Jean JacksonSeer Green, Buckinghamshire I caught measles aged six in 1953, at a time when parents hoped their children would get it (and chicken pox and mumps) so as to gain immunity. My dad, aged 54, had not had measles as a boy, caught it from me and nearly died. The risk of not vaccinating children is not just to WallLondon
The Guardian
25 minutes ago
- The Guardian
The Guardian view on talking in class: the writers speaking up for oracy education are right
Two years ago, Sir Keir Starmer enthused about teaching speaking skills. So schools campaigners were understandably dismayed when oracy – otherwise known as speaking and listening – did not appear in the interim report of the curriculum review for England headed by Prof Becky Francis. Peter Hyman, the former New Labour adviser who became a headteacher, has been a key figure behind the revival, over the past decade, of an idea developed in the 1960s. Steps to embed the importance of verbal communication in education have already been taken, with more than 1,000 schools working with the charity Voice 21, and a parallel project in Scotland. The hope expressed by children's authors and others last week is that its absence from the draft report was an oversight which will soon be rectified. The task before Prof Francis's commission is a daunting one, with reformers of all kinds looking to it for solutions. An evidence call attracted 7,000 responses, with the future of special educational needs provision, and a wish to reduce exams, among key issues raised. But it should be clear to the panel, and to ministers, that oral learning also matters. One reason is the rising number of children arriving in primary school with speech and language skills below the expected level. While some pupils catch up later, others need specialist help. Communication difficulties are one reason for the increase in the number of education, health and care plans (EHCPs), which set out what such support entails. The reasons for such complex changes are not yet fully understood, although the pandemic has had an impact. The challenge of artificial intelligence, in relation to university studies as well as schools, is another factor behind a renewed emphasis on talking. Given the easy availability of technological tools to aid writing, it is arguably more important than ever that people are equipped to share ideas and knowledge through speech as well. In many European countries oral examinations are far more common, in schools as well as universities, whereas in the UK 'vivas' are mostly reserved for postgraduate studies. In foreign language learning, the importance of speaking is taken for granted. But while oracy already features in the maths and science curriculum, as well as in English, it is often marginalised. The tricky task of reformers is to alter teaching practice so that more weight is placed on verbal communication, without making this yet another assessment hurdle to be cleared. For its champions, the core of oracy education is the ability to make connections. They want young people to be able to express themselves, and point out that this is a vital life skill – for example, in job interviews and the kinds of public‑facing work that seem least likely to be taken over by machines – for which school should prepare them. Big gaps in confidence about public speaking have long been recognised among the most glaring social inequalities. This doesn't mean that everyone should aspire to be a debating champion. Different accents, personalities and ways of relating should be valued, not ironed out. But if our schools are to keep pace with our frenetically changing world, it is surely right that they should maximise the facility for language, which is part of what makes us human.
