Young people described an inaccessible job market.
Articles on special educational needs and disabilities
Displaying 1 - 20 of 22 articles
Inclusion is often treated as a self-evident term.
Having to move home and school can mean disrupting trusted adult relationships and the loss of access to established support.
It isn’t clear that these bases are the answer to providing inclusive education for children and young people with special educational needs and disabilities.
School trips offer rich learning experiences, but autistic children are not always able to access them fully.
A number of challenges remain with embedding additional learning needs reforms across Wales.
The role is set to become more data-driven and more central to whole-school development than before.
Boys were twice as likely as girls to be identified with specific learning difficulties
The government’s policy promises partnership between families and schools.
Academic experts respond to the raft of changes outlined in new education policy.
The current system is far from perfect, but it cannot be removed without robust reform.
There are disparities in provision for children with special educational needs across England.
Parents see their children’s strengths, struggles, and the little things that make a big difference.
Children may have complex needs and overlapping conditions.
The solutions start with making mainstream education genuinely inclusive and properly funded.
Without enough resources to follow up on screening results, teachers, parents, and children may be left feeling frustrated and unsupported.
Inclusion cannot mean simply placing pupils with educational needs and disabilities in the same room with their peers.
Removing ECHPs leads to the possibility of children who need more specialist support missing out.
The digital world can be a vital space of empowerment and connection for children with special educational needs and disabilities.
Survey respondents prioritised goals that promote autonomy, social inclusion and communication.
Top contributors
-
Associate Professor, School of Education, Durham University
-
Associate Professor of Special and Inclusive Education, Kingston University
-
Rosalind Hollis Professor of Education for Social Justice, University of Hull
-
Senior Lecturer, Institute of Education, University of Winchester
-
Professor of Human Geography, Loughborough University
-
Senior Lecturer in Social Policy & Undergraduate Programme Lead for Criminology, Sociology and Social Policy Programmes, Loughborough University
-
Senior Researcher in Data Analysis, Loughborough University
-
Senior Lecturer in Human Resource Management, University of Northampton
-
Professor of IT Ethics and Digital Rights, Bournemouth University
-
Professor of Psychology in Education, University of Birmingham
-
Assistant Professor in Educational Inclusion, University of Birmingham
-
Senior Lecturer in Health Economics, University of Manchester
-
Professor of Educational Psychology, University of Manchester
-
Administrative Data Research UK Research Fellow, University of Exeter
-
Lecturer in Education, Bangor University