**
Siobhan Fitzpatrick, a celebrated Paralympian and advocate for inclusive education, is calling attention to the barriers faced by disabled students in physical education. Despite representing her country at the age of 15, Fitzpatrick was unable to pursue a GCSE in Physical Education due to restrictive curriculum requirements. This issue has gained new urgency as the UK government seeks to reform the special educational needs and disabilities (SEND) system, an initiative that promises to affect millions of children across the country.
A Champion’s Journey
At just 15 years old, Siobhan Fitzpatrick was already on the path to becoming a world-class athlete. Yet, her remarkable achievements in sports did not translate into equal opportunities within the education system. Reflecting on her experiences, she remarked, “At school during PE, I just couldn’t access lessons.” The limitations of the mainstream physical education curriculum meant that despite her talent in wheelchair basketball, which she discovered outside the school environment, Fitzpatrick was barred from taking GCSE PE because she could not participate in four different sports.
Fitzpatrick’s journey in athletics began in 2010 when she discovered wheelchair basketball, quickly rising through the ranks to co-captain the under-25 women’s team to consecutive victories. Her dedication led to a silver medal at the World Championship in Hamburg in 2018, and she represented Great Britain at the Tokyo Paralympic Games in 2021. Now 28, she dedicates her time to teaching inclusive physical education at both mainstream and specialist schools, aiming to engage all students regardless of their abilities.
The Need for Change
The recent government announcement of £300,000 in funding for the Inclusion 2028 programme reflects a growing commitment to make physical education more inclusive. Fitzpatrick expressed cautious optimism, stating, “The government seems to be really investing in making mainstream schools more inclusive.” However, she noted that many disabled children are still not receiving adequate support, echoing her own frustrations from her secondary school experience, where feelings of isolation were prevalent.
The current SEND system, which provides support for children with additional needs, has been widely criticized for its complexity and inconsistency. Parents often find it challenging to navigate the system to secure the necessary education, health, and care plans (EHCPs) for their children. Between 2015 and 2025, the number of EHCPs increased by a staggering 166 per cent, prompting the government to write off significant debts incurred by local councils.
Fitzpatrick’s experiences highlight the importance of cultural change within educational settings. She stated, “I think people feel uncomfortable around disabled people sometimes, and they’re so worried about offending that they just disengage.” This cultural barrier not only hampers the educational experience for disabled students but also perpetuates feelings of isolation.
The Road Ahead
The government is currently consulting on significant reforms to the SEND system, a move that many families have long awaited. Amelia Canning, a policy adviser at Sense, underscored the need for these reforms, stating, “Families tell us the SEND system is under-resourced, adversarial, and very difficult to navigate – this needs to change.” The reforms present a critical opportunity to reshape the educational landscape for disabled children and ensure they have access to the same opportunities as their peers.
In response to the growing concerns, a spokesperson from the Department for Education stated, “Our SEND reforms are ensuring children get the right support earlier, in their local school, without having to fight for it.” The aim is to create a system that is co-designed with parents and ensures that every child, regardless of their background or needs, has access to high-quality sport in and out of school.
Why it Matters
The push for inclusive education is not just a matter of policy; it is about fostering an environment where every child can thrive. Siobhan Fitzpatrick’s advocacy underscores the vital need for systemic change within the UK’s educational framework. As reforms to the SEND system are debated, it is crucial that the voices of disabled children and their families are heard, ensuring that future generations do not face the same barriers. A more inclusive approach to physical education will not only empower disabled students but also enrich the educational experience for all, cultivating a culture of understanding, respect, and inclusivity.
