Towards a truly inclusive education system

In this second part of our deep dive discussion series, our co-founder Sonay Ozkutayli reviews the current state of the UK education system’s provision for children with special educational needs (SEN), calling for reform at a systemic level to ensure every child receives the support they deserve.

Here in the UK, our education system strives to provide quality education to all students, regardless of their abilities or backgrounds. However, as I shared in the first part of this series, for parents of children with SEN, navigating this system can be fraught with challenges. 

SEN encompasses a wide range of learning needs and or difficulties or disabilities that require special support and accommodations to access education fully. These may include conditions such as autism spectrum disorder, dyslexia, attention deficit hyperactivity disorder (ADHD), physical disabilities, and sensory impairments, among others. Each child with SEN has unique requirements, making personalised support crucial for their academic and personal development.

Despite the existence of legislative frameworks like the Special Educational Needs and Disability (SEND) Code of Practice, plus guidance and training, the data has been consistent for a long time. Nationally, 51% of non-SEND students achieved grade 5 or above in English and mathematics GCSE in 2022/23, compared to just 17% of SEND students. 

This is indicative of systemic issues within the education system. The failure of local authorities to meet the needs of children with SEN has been described as a ‘national scandal’ by Local Government and Social Care Ombudsman, Amerdeep Somal.

What are the challenges with SEN provision?

Budgets, Funding and Resource Allocation: Schools and local authorities frequently struggle to provide sufficient resources to meet the diverse needs of SEN students. 

While it's imperative for central governments to adopt a more proactive stance in addressing SEND challenges, encompassing adequate budget allocations, I would argue that there is a lack of efficient, creative and bold distribution of funds within schools.

Schools rely so heavily on funds designated for Education, Health, and Care Plans (EHCPs), with some supplementary budget allocations, to run the whole of their SEND departments. When funding is essentially supposed to be allocated to individual children’s needs, how do schools plan provision for those students who are not EHCP students, yet still clearly have special needs?   Quite simply, they either do not or when they do it is extremely limited. The argument often being, we do not get the funding to be able to provide any more.

We are seeing a huge number of advocacy clients who are having to fight these very failures, and not because their young person has not met the threshold for an EHCP, rather because local authorities’ policies are not in line with legislation. Instead, they rely on lay persons’ lack of knowledge to sidestep the support and help these children should be entitled to. Schools and local authorities are loud and quick to suggest they are not provided with enough funding, yet they fail to identify that they too are a major part of this vicious cycle.

The data speaks volumes about the absurd status quo the education system currently finds itself in. In 2022/23, SENDIST data reported a national local authority spend of almost £99.2 million in defending or taking parents to tribunal, with only 1.7% of these cases found in favour of the local authorities. An eye-watering waste of desperately needed funds, time, emotional turmoil, and loss of education for those children who are the real victims in all of this.

Availability, Access, and Quality of Support Services: Due to the inadequate funding and resourcing, many parents report frustration with the availability and quality of support services for SEN students. 

Long waiting times for assessments and therapies, coupled with inconsistent provision, can significantly impact a child's progress and well-being – as recognised in the SEND Code of Practice. However, due to the scarcity of services available, we waste precious time waiting for diagnosis and approval that support should be provided, rather than providing the support based on what we see. This leads to significant setbacks that some children do not recover from.

Lack of Inclusivity: While inclusive education is a cornerstone of the UK education system, SEN students often encounter barriers to full participation. From inaccessible physical environments to a lack of trained staff and negative attitudes, creating truly inclusive classrooms remains an ongoing challenge. 

And when a young person with additional needs is not provided with adequate support, or at least the acknowledgment that their difficulties are related to a need, all the negatives that come with these conditions are perpetuated. Creating a negative self-view, which has a crippling impact over time, until the young person is at crisis point. 

In turn all of these challenges have a huge emotional impact on parents. Caring for a child with SEN can take a toll on their mental and emotional well-being. The constant need for advocacy, uncertainty about the future, and the sense of isolation can lead to stress, anxiety, and feelings of helplessness.

What must happen to improve SEN provision?

Increased Funding and Improved Resource Allocation: Adequate funding is crucial to ensure quality SEN provision. The government must prioritise investment in education, including funding for additional staff, specialised equipment, and training.

At a local level, we wait with bated breath for bold leadership to be exhibited by Headteachers. They must delve into the intricacies of student data to tailor resource allocation strategies, particularly targeting those facing the most significant challenges. This includes students at risk of frequent fixed-term exclusions. Recent research has shown the lasting negative impact of primary school exclusions of SEN students on their educational futures.

Proactively prioritising the most vulnerable students would not only address issues of academic struggle or “disruptive behaviour” but also cultivate an inclusive atmosphere conducive to holistic development. This would be beneficial not only to individual students who are classed as SEND but also the entire student body. Staff members, relieved of the strain caused by resource scarcity, could better fulfil their roles. 

Improved Communication and Collaboration: Enhancing communication between schools, local authorities, and parents is essential for streamlining the SEN support process. Regular updates and clear channels of communication can help ensure children receive the support they need in a timely manner. 

Given the emotional impact of caring for a child with SEN, parents also need support. Offering access to emotional support services such as counselling, support groups or peer networks, and providing respite care, can help parents cope with the challenges they face.

Promoting Inclusivity by Raising Awareness: Schools and communities must work together to foster a culture of inclusivity and acceptance. This involves promoting awareness of SEN issues, celebrating diversity, and challenging stereotypes and stigmas.
In particular, teachers and support staff require ongoing training and professional development to meet the diverse needs of SEN students. This includes training in inclusive teaching practices, behaviour management strategies, and understanding the specific needs of different disabilities.

Every child deserves the opportunity to thrive academically and socially, regardless of their abilities. But the struggle to ensure equitable access to education for children with SEN is a shared reality — one that demands collective action and systemic change. Our vision is for an education system in which every child receives the support they deserve. It is incumbent upon us to advocate tirelessly until this vision becomes a reality. 

_{Credit: Image by Drazen Zigic on Freepik}