Abstract
Over recent decades, special educational needs (SEN) policy and practice have been in flux as a succession of UK governments vacillates with conflicting agendas, making significant changes to policy and practice with neither evidence-base nor debate. This paper examines how the interdependence of distal political systems has inadvertently established a lucrative SEN industry, shaped schools, and families, and resulted in overidentification of SEN among the secondary-age populace in England. Whilst SEN diagnosis can be regarded positively in terms of increased resources, research shows how some pupils become entangled in the SEN system and take resources from those with genuine needs.
| Original language | English |
|---|---|
| Pages (from-to) | 1-13 |
| Number of pages | 13 |
| Journal | ResearchGate |
| DOIs | |
| Publication status | Unpublished - 20 Jan 2022 |
Keywords
- special educational needs (SEN)
- Special educational needs
- SEND Code of Practice
- Warnock
- disadvantage, social inequality and schooling, equitable education, education policy and social impact
