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Siobhan Fitzpatrick, a celebrated Paralympian, has shared her personal struggles with the educational system, highlighting the challenges faced by students with disabilities in accessing sports qualifications. Her experiences come as the UK government embarks on a consultation process regarding significant reforms to the special educational needs and disabilities (SEND) framework, which affects millions of children across the country.
Unmet Potential in School Sports
At just 15, Fitzpatrick was already representing her nation as a promising athlete, yet she found herself barred from taking a GCSE in Physical Education due to restrictive curriculum requirements. “At school during PE, I just couldn’t access lessons,” she recounted. “If I take myself back to 11-year-old me, who was told that sport in a mainstream world can’t be for me… it’s really difficult to accept because I had to do sport in a different way.”
Her journey into wheelchair basketball began outside the school environment, through a local sports club. Since then, she has co-captained the under-25 women’s team to victory and claimed a silver medal at the 2018 World Championships in Hamburg. More recently, she represented Britain at the Tokyo Paralympic Games in 2021. Now, at age 28, Fitzpatrick is dedicated to promoting inclusive PE programmes in both mainstream and specialist schools across the UK, aiming to ensure that all children, regardless of their needs, can engage in physical activity.
Reforms Aiming for Inclusivity
The current education framework has seen some progress since Fitzpatrick’s school days. For instance, students have been assessed in three activities rather than four since 2018, with a broader range of sports—such as powerchair football and table cricket—now included in the curriculum. Furthermore, last year, the government allocated £300,000 to the Inclusion 2028 programme, aiming to enhance the accessibility of physical education.
“The government seems to be really investing in making mainstream schools more inclusive,” Fitzpatrick noted. “My entire secondary school experience was characterised by feeling isolated and excluded. I’m really passionate about this and want the government to get this right.”
However, despite the funding and a commitment to inclusivity, Fitzpatrick warns that many disabled children continue to face barriers that prevent them from realising their potential.
The Challenge of Navigating SEND
In February, the government unveiled proposals for overhauling the SEND system, currently under public consultation. Parents have long voiced concerns about the challenges they face in securing support for their children, citing a system that is adversarial and difficult to navigate. Recent statistics reveal a staggering 166 per cent increase in Education, Health and Care Plans (EHCPs) from 2015 to 2025, leading the government to write off 90 per cent of local councils’ SEND deficits.
Fitzpatrick’s own experience with EHCPs was mixed; she received support during part of her education, although her cerebral palsy did not impact her academic performance, meaning she was unaware of the assistance available to her. Changes in funding and support are crucial, she argues, but cultural shifts within schools are equally important to foster an environment of acceptance and inclusivity.
Changing Perceptions Around Disability
Amelia Canning, a policy adviser at Sense, echoed Fitzpatrick’s sentiment, urging that the SEND system must be reformed to better serve families. “The government is currently consulting on once-in-a-generation reforms to fix the SEND system. If done properly, these reforms have huge potential to help disabled children have a better experience at school than Siobhan did,” she stated.
Fitzpatrick noted that discomfort around engaging with disabled individuals often leads to isolation. “I know how it feels to be isolated—I don’t want other disabled children feeling the same way I did at school,” she emphasised.
A spokesperson for the Department for Education reaffirmed the government’s commitment to ensuring that children receive the right support in a timely manner, insisting that every child, regardless of their background or needs, should have access to high-quality sports and education.
Why it Matters
The proposed reforms to the SEND system represent a pivotal moment for countless families navigating the complexities of educational support. The insights shared by Fitzpatrick provide a vital perspective on the real-life implications of policy decisions. It is essential for the government to listen to the voices of those directly affected by these changes, ensuring that the educational landscape is not only inclusive but also empowering for all children, particularly those with disabilities. As discussions continue, the future of inclusive education in the UK hangs in the balance, and the stakes could not be higher.
