Photo: Jason Ilagan for UCL Faculty of Education and Society

Miriam McBreen and Jo Van Herwegen.

In our third blog post responding to the DFE’s Green Paper reviewing the Special Educational Needs and Disabilities (SEND) system, we consider what training the workforce needs so that practitioners are equipped to effectively support pupils with SEND. This involves considering the role of multiple educational professionals, including Special Education Needs Coordinators (SENCOs), teachers and teaching assistants (TAs).

SENCOs play a central role in supporting children with SEND. They coordinate children’s provision, help implement the graduated response to need, and work with key stakeholders around the child. SENCOs are currently required to have a Master’s level qualification and it is important that this qualification be maintained. It helps ensure that they have access to up-to-date research, develop critical engagement with current issues in the field, and become reflective in their practice. Indeed, Esposito and Carroll demonstrate a range of evidence that SENCOs are critically engaging with research at the (more…)

Early diagnosis is crucial. Photo:  RetyiRetyi / Pixabay

Miriam McBreen and Jo Van Herwegen.

In our second blog post responding to the DFE’s Green Paper on the future of special educational needs and disabilities (SEND) and alternative provision (AP), we look at how processes need to change to ensure the system more effectively supports these pupils.

This includes a need to improve the Education, Health and Care Plan (EHCP) process, in particular with regards to diagnosis and labelling, and to support practitioners to work more effectively with families.

First of all, the EHCP process needs updating. While the SEND code of practice suggests actively involving the child and parents, our research suggests the child’s voice is often not captured where it could be. Research from Tyan and Van Herwegen suggests the voices of children with intellectual disabilities as young as five years old can be accurately captured when professionals have appropriate training. This highlights the (more…)

Photo: olly via Adobe Stock

 Jo Van Herwegen and Miriam McBreen.

Children and young people with Special Educational Needs and Disabilities (SEND) too often report negative experiences of the UK educational system, and have poorer outcomes compared to their peers.

Responding to the Department for Education’s Green Paper on the future of special educational needs and disabilities (SEND) and alternative provision (AP), we consider how provision can be improved to ensure that more children and young people have positive educational experiences, as well as better outcomes.

In the first of three blogs, we propose ways to improve standards for supporting children with SEND, both during their time in school and beyond.

First of all, standards should be established to support pupils with SEND during transitions, such as the move from primary (more…)