Boys were twice as likely as girls to be identified with specific learning difficulties
- Associate Professor, School of Education, Durham University
Academic experts respond to the raft of changes outlined in new education policy.
Inclusion cannot mean simply placing pupils with educational needs and disabilities in the same room with their peers.
Reading is where many bilingual pupils with special educational needs and disabilities fall the furthest behind.
An overreliance on teaching assistants without specialised support might be one reason for the continuing achievement gap.
Of the 1.5 million children in English schools identified for SEN services, only one in three – 0.5 million – were girls.
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