Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Francisco Azpitarte, Louise Holt
{"title":"Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1","authors":"Francisco Azpitarte,&nbsp;Louise Holt","doi":"10.1002/berj.3930","DOIUrl":null,"url":null,"abstract":"<p>This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014–2015 policy of the Children and Families Act and Code of Practice. With a strong focus on children's needs and outcomes, the policy intends to achieve high educational outcomes for children with SEND. Our new results show, however, that children with SEND are one of the most disadvantaged groups in education, and they are far less likely to meet expected learning standards than their peers at KS1. For instance, about 44%, 31% and 23% of children with SEND met the standards in phonics, reading and writing, respectively, compared to 88%, 83% and 78% of children with no SEND. Further, our spatial analysis shows for the first time that this disadvantage displays large spatial variability across Local Authorities: there is a postcode lottery in the education of children with SEND. The new findings provide strong evidence that the new SEND policy is failing many children with SEND, and that this performance varies markedly across space. This adds further weight and evidence to a growing recognition, even from government, that the SEND system needs to change, and that the ambitious aims of the transformation of education and care for children with SEND in 2014 and 2015 are not being realised.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3930","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/berj.3930","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014–2015 policy of the Children and Families Act and Code of Practice. With a strong focus on children's needs and outcomes, the policy intends to achieve high educational outcomes for children with SEND. Our new results show, however, that children with SEND are one of the most disadvantaged groups in education, and they are far less likely to meet expected learning standards than their peers at KS1. For instance, about 44%, 31% and 23% of children with SEND met the standards in phonics, reading and writing, respectively, compared to 88%, 83% and 78% of children with no SEND. Further, our spatial analysis shows for the first time that this disadvantage displays large spatial variability across Local Authorities: there is a postcode lottery in the education of children with SEND. The new findings provide strong evidence that the new SEND policy is failing many children with SEND, and that this performance varies markedly across space. This adds further weight and evidence to a growing recognition, even from government, that the SEND system needs to change, and that the ambitious aims of the transformation of education and care for children with SEND in 2014 and 2015 are not being realised.

Abstract Image

英国有特殊教育需要和残疾的失败儿童:在关键阶段1的地方当局一级的不良结果和邮政编码彩票的新证据
本文通过分析英国国家学生关键阶段1 (KS1)成就数据库的原始发现,来检验特殊教育需要和残疾儿童(SEND)的教育成果。这些儿童的学校教育完全在现行的SEND系统的背景下进行,该系统由2014-2015年《儿童与家庭法》和《行为准则》的政策定义。该政策强烈关注儿童的需求和结果,旨在为SEND儿童实现高教育成果。然而,我们的新结果表明,SEND儿童是教育中最弱势的群体之一,他们比KS1的同龄人更不可能达到预期的学习标准。例如,有SEND的孩子在语音、阅读和写作方面分别达到标准的比例分别为44%、31%和23%,而没有SEND的孩子达到标准的比例分别为88%、83%和78%。此外,我们的空间分析首次表明,这一劣势在地方当局之间表现出巨大的空间差异:在SEND儿童的教育中存在邮政编码抽奖。新的发现提供了强有力的证据,表明新的SEND政策使许多患有SEND的儿童失望,而且这种表现在不同的空间有明显的差异。这进一步证明,即使是政府也越来越认识到,SEND系统需要改变,而2014年和2015年SEND儿童教育和护理转型的雄心勃勃的目标尚未实现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信