Special educational needs and disability
It is the ambition of the special educational needs (SEN) and disability division that every child with SEN reaches their full potential in school, and can make a successful transition to adulthood and the world of further and higher education, training or work.
To promote the welfare and interests of disabled children, and to improve the support they receive, this area of the site provides a wide range of SEN and disability advice and materials for teachers, parents, local authorities (LAs) and others working with children with SEN in England.
You will find information about implementing disability discrimination legislation in schools and about Aiming High for Disabled Children here.
Among others, this site may prove valuable for parents, carers, schools, SEN governors, teachers, professionals and learning assistants.
Latest news
Publication: Breaking the link between special educational needs
and low attainment (March 2010)
This document outlines that high expectations and appropriate
strategies for children with SEN can lead to better attainment. It highlights
good practice already shown by schools and LAs and signals future policy
direction.
Home-educated children with SEN
Following the Badman review of Home Education, the Department has
published a guidance letter for LAs on their duties in meeting the special
educational needs of home-educated children.
12 March 2010: DCSF has issued further guidance to clarify the LA's responsibilities in relation to the issuing of school attendance orders (paragraph 12 of the guidance letter) and funding (paragraphs 19-20).
Changes in the handling of parental complaints about SEN services
and provision by LAs
DCSF has been looking at ways of improving the current
arrangements for dealing with parental complaints. We have extended the
remit of the Local Government Ombudsman (LGO) to deal with complaints
about LA SEN provision.
Publication: Guidance on looked-after children with SEN placed
out-of-authority
This guidance was issued in January 2010 and distributed to
LAs. It aims to outline LAs' responsibilities for meeting the special
educational needs of looked after children who are placed out-of-authority, and
explains how these responsibilities operate.
Access arrangements for general qualifications
Read a reminder about access arrangements for
disabled pupils undertaking general qualifications.
Consortium appointed to develop accessible curriculum materials for
visually impaired and dyslexic pupils
Read more here.
Sir Jim Rose's report on dyslexia now published
Sir Jim Rose's report on the identification and teaching of
children with dyslexia was published on 22 June 2009. You can read or download
it here.
You can also view the following:
Guidance still available
- Implementing the Disability Discrimination Act in Schools and
Early Years Settings
This can be ordered by schools and voluntary organisations.
You can also call 0845 6022260 (quoting the reference number 0160-2006DOC-EN.) - Access to Education for Children and Young People with Medical Needs
The Special Educational Needs: a guide for parents and
carers
This guide has been updated and the revised version replaces
that published in 2001 and 2008. The parents' guide sets out the main
points of the Code of Practice, explaining procedures and informing parents of
their rights. This version incorporates the changes to the Tribunal, now
the First-tier Tribunal (Special Educational Needs and Disability). Hard
copies are available from our Publications Centre on 0845 602 2260 or email (quote
reference number DCSF-00639-2008BKT-EN.) The guide is also available here.
Sir Jim Rose's work on making recommendations on the
identification and teaching of children with dyslexia continues
On 6 May 2008, the Secretary of State for Children, Schools and
Families announced that the DCSF has asked Sir Jim Rose, in the light of
evidence, to make recommendations on the identification and teaching of
children with dyslexia. Jim Rose's website provides more information. As part of taking
this work forward, he has asked for a paper to be prepared which
summarises the ways in which dyslexia support is organised in a number of other
countries. Suitably qualified and experienced academic
researchers/advisers are invited to express an interest in undertaking this
work. Further details are provided here.
Jim Rose and dyslexia
Read an update from Sir Jim Rose on the development of
recommendations on the identification and teaching of children and young people
with dyslexia and associated learning difficulties.
Quality Standards for SEN Support and Outreach Services.
These standards are intended to be used by all those offering SEN
support and outreach services, including local authorities, school clusters and
special schools, early year settings and other provision. Read more.
The Special Educational Needs: A guide for parents and carers
This guide has been updated and the revised version replaces that
published in 2001. It sets out the main points of the Code of Practice,
explaining procedures and informing parents of their rights. Hard copies
are available from our Publications Centre on 0845 602 2260 or by email. Quote
reference number DCSF-00639-2008BKT-EN. You can read or download it here.
The TDA is seeking views on its proposal for nationally accredited
training for teachers new to the role of special educational needs coordinator
(SENCO).
SENCOs lead the coordination of provision for children and young people with
special educational needs and disabilities in schools. The consultation should
be completed by all those who have an interest in the role of the SENCO. Access
the consultation here. (Closes 15 October 2008)
Sir Jim Rose invited to make recommendations on the identification
and teaching of children with dyslexia
On 6 May 2008, the Secretary of State for Children, Schools and
Families announced that the DCSF has asked Sir Jim Rose, in the light of
evidence, to make recommendations on the identification and teaching of
children with dyslexia, and on how best to take forward the commitment in the
Children's Plan to establish a pilot scheme in which children with dyslexia
will receive Reading Recovery support or one-to-one tuition from specialist
dyslexia teachers.
On 14 July the DCSF issued a press notice explaining there is now a website supporting the work that Sir Jim is doing on dyslexia, and that he is inviting people to send him their personal accounts and experiences on what works with improving outcomes and progression for children with dyslexia — as well as details of published research — to help inform his development of recommendations. The deadline for responses expired on 10 October and Jim is thankful to all those who made time to send him evidence, views and experiences. He will consider an analysis of responses as part of developing recommendations, which he is planning to publish early in 2009.
The Department is aware that schools are using a number of different interventions to accelerate the progress of children with dyslexia and Sir Jim has received a range of views on their impact, along with research evidence. Consideration is currently being given to the many responses received to the recently closed call for evidence. The DCSF would not wish schools to interpret Sir Jim's work as a sign to stop using any particular approaches that may already be in place, or may be under consideration for particular children, (e.g. specialist dyslexia teaching).
- Read the Press Notice here.
- Visit the website here.
- Find out more about the No to Failure project, which is being funded by the DCSF to trailblaze specialist dyslexia teaching in schools here.
- Find out more about supporting children in the classroom who are experiencing dyspraxia here.
- Contact the British Dyslexia Association helpline on 0845 251 9002 or by email.
- Further information about Dyslexia Action's specialist training and Partnership for Literacy project can be found here.
May 2008: Revised guidance on the education of children with behavioural, emotional and social difficulties (BESD) as a special educational need is now available. It is intended to help schools and local authorities consider what support and provision are most likely to help remove barriers to the achievement, health and emotional well-being of children and young people with BESD.
April 2007: Please take our user-survey and help improve this website. Thank you.
March 2007: Promoting disability equality in schools
Promoting disability equality in schools is a new section of Implementing the Disability Discrimination Act in schools and early-years settings. It explains to schools how to develop their Disability Equality Schemes.
All schools that have ordered their copy of Implementing the Disability and Discrimination Act in schools and early years settings resource were sent a copy of the DED guidance in December 2006. Subsequently, anyone who orders the DDA resource will receive this new DED section with it.
The materials can help schools to:
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Understand their duties under the different Parts of the DDA
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Raise awareness of the Duty
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Develop their scheme through a staged approach
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Develop their accessibility plan to meet the requirements of a scheme
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Provide training and development activities on the Duty
Jan 2007: The Implementation Review Unit's (IRU) statement on SEN and disability — meeting need, minimising bureaucracy
The Implementation Review Unit (IRU) is the first ever independent scrutiny unit with a remit to cut red tape and reduce bureaucracy in schools. A report issued by the IRU examines ways in which schools and local authorities can fulfil their legal obligations in supporting children with SEN, while minimising paperwork and bureaucracy.
The report explains:
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The legal obligations on schools in relation to children with SEN and disability
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The flexibilities available to schools and local authorities
It makes clear that schools and local authorities can adopt working practices which:
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Avoid the need for schools to write and review Individual Education Plans
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Avoid local authorities asking schools to provide information which has been previously provided, where a school can confirm it remains valid
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Combine planning, funding, delivery and accountability processes that maximise the range, quality and relevance of local provision while reducing unnecessary bureaucracy.
The IRU advice for schools is that legally compliant practice on SEN and disability varies. Some is more effective and less bureaucratic than others. If you best practice is not used in your area discuss the matter with your local authority.
Oct 2006: The Government's response to the Education and Skills Select
Committee report on Special Educational Needs
The Government's response to the Education and Skills Select Committee report on special educational needs was published on October 11 2006. A copy of the response can be found here.
Links
- Publications
- Subscribe to the SEN and disability update
- Special educational needs Scotland
- Special educational needs Wales
- Special educational needs Northern Ireland
Contact the SEN team at the DCSF by email.
Last updated: 15 Feb 2010
