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At just 15 years old, Siobhan Fitzpatrick was already excelling as a Paralympian, representing her country in wheelchair basketball. However, despite her athletic prowess, she faced an unexpected barrier: she was unable to pursue a GCSE in Physical Education due to rigid curriculum requirements. Fitzpatrick’s experience highlights ongoing discussions regarding the need for reform in educational provisions for children with disabilities in the UK.
A Barrier to Inclusion
Fitzpatrick’s journey into sports began far from the confines of her school’s physical education curriculum, which she found inaccessible. Reflecting on her school days, she stated, “At school during PE, I just couldn’t access lessons.” This lack of accommodation in mainstream education led her to discover her talent at a local sports club, which ultimately changed the course of her life.
Beginning her wheelchair basketball career in 2010, Fitzpatrick rapidly rose through the ranks, co-captaining the under-25 women’s team to consecutive victories and earning a silver medal at the 2018 Hamburg World Championship. By the time she competed in the 2021 Paralympic Games in Tokyo, she had become a symbol of resilience and determination.
Progress in Physical Education
Today, at 28, Fitzpatrick is dedicated to delivering inclusive PE sessions across both specialist and mainstream schools throughout the UK. These sessions are designed to be adaptable, engaging all learners irrespective of their individual needs. “I couldn’t do GCSE PE because I couldn’t do four sports,” she explained. The curriculum has since evolved; since 2018, students can be assessed in three activities rather than four, with options for more accessible sports such as powerchair football and table cricket.
In a significant move last year, the UK government allocated £300,000 to the Inclusion 2028 programme, aimed at enhancing inclusive PE opportunities in schools. “The government seems to be really investing in making mainstream schools more inclusive,” Fitzpatrick noted, while also urging for widespread implementation. Despite this progress, she emphasised that many disabled children still face significant barriers that hinder their potential.
Proposed Reforms in Special Educational Needs
The recent proposals for overhauling the Special Educational Needs and Disabilities (SEND) system are currently under consultation. The SEND framework allows children requiring additional support in educational settings to apply for an Education, Health and Care Plan (EHCP). However, the system has been critiqued for its complexity and inconsistency.
The number of EHCPs has surged by 166 per cent from 2015 to 2025, prompting the government to address the financial strains experienced by local councils by writing off 90 per cent of SEND deficits. Fitzpatrick’s own experience with EHCPs was limited; she only had access to one for part of her education, as her cerebral palsy did not impact her academic performance in other subjects.
Cultural Change is Essential
Fitzpatrick believes that while structural reforms are vital, a cultural shift is equally important in educational settings. “I think people feel uncomfortable around disabled people sometimes,” she observed, noting that this discomfort can lead to segregation rather than inclusion.
Amelia Canning, a policy adviser at Sense, echoed these sentiments, stating, “Families we support tell us the SEND system is under-resourced, adversarial and very difficult to navigate – this needs to change.” The ongoing consultation represents a crucial opportunity to address these challenges and improve the educational landscape for disabled children.
A spokesperson for the Department for Education affirmed the commitment to reform: “Our SEND reforms are ensuring children get the right support earlier, in their local school, without having to fight for it.” The investment in inclusive PE is part of a broader strategy to ensure that every child has access to quality sporting opportunities.
Why it Matters
The push for inclusive education reform is not merely a bureaucratic endeavour; it has the potential to reshape the lives of countless children with disabilities. By addressing both systemic flaws and cultural attitudes towards disability in education, the government can create an environment where all students, like Siobhan Fitzpatrick, have the opportunity to thrive and realise their full potential. As society progresses, it is imperative that our educational systems reflect inclusivity and adaptability, fostering a sense of belonging for every child.
