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Ombudsman criticises council over failures that led to boy with special educational needs being denied a year of full-time education

Amid increasing funding pressures and demand, councils are working to deliver comprehensive health, care and education support for children and young people with special educational needs and disabilities

Fundamental reforms to services for children and young people with special educational needs and disabilities aim to transform the way support is provided and improve education and care outcomes

Recent years have seen a significant rise in the proportion of pupils identified with special educational needs and disabilities, but during the pandemic many have faced long waits to access specialist support

A Norwegian longitudinal study of approximately 500 adolescents with special educational needs documents that many of the women have had a child at a young age. In a follow-up interview the experiences of a small sample of these women are recorded. Methodologically, a narrative approach has been chosen, and the women's stories are interpreted from a life course perspective with an emphasis on transitions and turning points. The analysis reveals the salience of family relations in the handling of critical transitions, but it also demonstrates how important individual agency is for adolescents facing challenging situations in the transition to adulthood.

Special Educational Needs and Disability: The Basics provides a comprehensive overview of special educational, and additional support, needs in education contexts in the UK. The second edition of this bestselling publication covers the historical development of special provision and national policy-making, and summarises current and proposed legislation and statutory guidance across England, Scotland, Northern Ireland and Wales, examining the fundamental principles of the field from policy to practice. Additional focus is given to recent legislation in England extending the age range of young people identified as experiencing difficulties from birth to 25 years, and the implications this has for practice. Fully updated to incorporate recent research evidence, this book covers essential features of policy and practice that teachers need to consider in and outside of the classroom, including: * the identification and assessment of young people's special or additional learning and behaviour needs, and/or disabilities * approaches to planning in order to meet special or additional learning needs of children and young people * ways to address barriers to learning and behaviour associated with a variety of difficulties * statutory guidance outlined in the Codes of Practice in England (DfE, 2015), Scotland (2010), Wales (2004) and Northern Ireland (1998) * special educational, or additional support, needs provision and the wider children's workforce * implications of disability legislation across the UK.

This is an annual publication which draws together data from a number of key public data sets and supports the Government's commitment to make information publicly available in a transparent way. It presents information at national and local levels about the characteristics and attainment of pupils with special educational needs.

AbstractInterest in school effectiveness and performance indicators has been a major concern of educational research in developed educational systems throughout the 1980s, although little of this activity has been translated to the area of special educational needs. Drawing upon data from a national survey of school leavers with significant special educational needs (n = 618), indicators of successful post‐school outcomes are hypothesised. A model developed in the field of health economics (McGuire et al., 1988) is described and adapted to provide a theoretical framework against which effective provision for special educational needs may be judged. Ordinal scales on seven key variables are described and applied to representative case studies from the above data set. The hypothesised outcome variables are employment; economic self‐sufficiency; personal autonomy; role‐taking in the family; role‐taking in society; uptake of post‐secondary education and qualifications gained at school. The paper concludes with an evaluation of the health economics model (known as QALYs — Quality Adjusted Life Years) as a potentially useful method of considering the value‐added benefit of differing forms of provision for differing disability groups.

This book has been designed as a key resource in supporting student teachers during and beyond their teaching training, as well as others interested in education, to begin to understand how, and to be able, to address the special educational, and/or additional support, needs of children and young people within schools and colleges. Legislation across the United Kingdom and in Northern Ireland has established the legal requirement to ensure the availability of provision for special educational needs, or additional support, needs and disabilities in schools and, as in England for the first time, in further education colleges. In England, for example, the Children and Families Act, introduced in September 2014, has strengthened and extended this legislation. Under the terms of Section 19(d) of Part 3 of this Act, simply to ensure that young people with special educational needs and disability (SEND) have access to an appropriate education is no longer sufficient. Instead, it specifies access that enables young people to 'achieve the best possible' educational and other outcomes. This reflects a new and higher level of outcome required by law. Codes of Practice to ensure that education law in this area is implemented in schools and colleges have been developed in each of the four countries. These Codes have the status of statutory guidance. Teachers in schools (and, in England, colleges) continue to be expected to provide effective learning opportunities for all their pupils, including those who have special educational needs and/or disabilities. Schools, colleges and other settings have clear duties under the statutory guidance of the Code that applies in their own geographical area. Current legislation promotes the inclusion of (almost) all young people in mainstream schools and colleges. However this often has to be implemented within a national context of school and college 'improvement' and competition and market-oriented practices where, in some (but not all!) places, young people who experience difficulties may not be welcomed. Such challenges are not necessarily insurmountable however and the book discusses the debates and dilemmas and offers practical suggestions to address these. It is essential that all involved understand what 'having' a special educational, or additional support, need or disability means for the young person and his/her family, and what addressing such needs and/or disabilities entails in schools.

Introduction -- Chapter 1. Meeting Special Educational Needs: Your responsibility -- Chapter 2. The inclusive religious education classroom -- Chapter 3. Teaching and learning -- Chapter 4. Monitoring and assessment -- Chapter 5. Managing support -- Chapter 6. Real pupils in real classrooms

SUMMARY. With reference to reports and educational legislation as key markers, the article traces developments in special educational needs over 30 years. The terms special educational needs and needs are critically appraised, the effects and impact of reports is examined and two notably significant areas are singled out to chart change over time, namely, working with parents and integration. Finally the notion of shared responsibility is outlined as a formula for ensuring policy and maintaining provision for special educational needs.