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The recent announcement of major reforms to the special educational needs and disabilities (SEND) framework in England has elicited a blend of relief and apprehension among parents of children with special needs. While many are thankful that the proposed changes aim to avoid significant upheaval for families, there remain concerns about the adequacy of support for children with complex disabilities.
Relief Amid Concerns
Becky, a mother to Kyllian, who faces multiple disabilities including cerebral palsy and is registered blind, shared her cautious optimism regarding the changes revealed by Education Secretary Bridget Phillipson. “I was worried they would shift the criteria and we’d be back at square one fighting for everything again,” she remarked. For her, the most immediate relief stems from the assurance that her son will continue attending his special school, a vital resource for his education and well-being.
However, Becky also pointed out that the focus of the reforms seems largely directed towards children who can integrate into mainstream educational settings. “It’s great that they’re moving towards inclusivity,” she noted, “but there wasn’t a lot said to address children with more complex needs and physical disabilities, like my son.” This sentiment resonates with many parents who feel that the needs of their children may not be adequately addressed within the new framework.
The Future of Educational Support
The government’s proposed changes include a shift towards greater inclusion of special needs children in mainstream schools. Key among these reforms is the introduction of new criteria for the highest level of support, known as the Education, Health and Care Plan (EHCP), slated to take effect in 2030. While children currently enrolled in special schools will maintain their EHCPs, a significant number of children are expected to transition to new Individual Support Plans (ISPs) between 2030 and 2035.
Critics are wary of this transition. Jolanta Lasota, Chief Executive of Ambitious about Autism, emphasised the importance of ensuring that mainstream schools become genuinely inclusive before limiting EHCPs to only those with the most complex needs. “Much of the detail on how to achieve this remains undefined, and none of it has been proven to work at scale,” she cautioned.
Voices of Concern
May Race, a parent of a 12-year-old boy named Joseph, who has been diagnosed with autism, ADHD, and dyslexia, voiced her scepticism regarding the reforms. Having faced over a year of school absence despite possessing an EHCP, she expressed doubt that the new changes would benefit her son or other neurodivergent children. “There’s been no acknowledgment that some children are unable to be in school, often due to the trauma caused by the failing system,” she lamented.
Jane Harris, Chief Executive of Speech and Language UK, described the overhaul as a “bold vision” with the potential to reshape educational experiences for many children. However, she echoed the call for clarity regarding who will qualify for EHCPs and how the government intends to guarantee access to specialist provisions.
Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, raised critical questions about the financial feasibility of the proposed reforms. “School and college leaders will have two questions in mind – will there be enough money to deliver what the government is setting out, and how on earth are we going to meet all these new expectations?” he asked. The scale of implementation and training required from mainstream schools to accommodate these changes presents a significant challenge.
Why it Matters
The proposed SEND reforms represent a pivotal moment for the future of educational support for children with special needs in England. While there is hope that these changes will foster greater inclusivity, the concerns voiced by parents and professionals alike highlight the pressing need for clear guidelines and adequate funding. Ensuring that all children, particularly those with complex needs, receive the support they require is not just a matter of policy; it is a crucial aspect of educational equity and social justice. The success of these reforms will ultimately hinge on the government’s commitment to listening to the voices of families and implementing changes that truly address their needs.
