The Impact of Underfunding and Rising Needs on Special Educational Needs Provision in England
Special educational needs (SEN) provision in England faces significant challenges, largely stemming from underfunding and a surge in demand. This article delves into the multifaceted issues impacting the education of children with special needs, offering potential solutions and improvements.
1. Shortage of Educational Psychologists
A persistent issue within the SEN domain is the shortage of educational psychologists, who play a crucial role in assessing a child's abilities and determining appropriate support. These professionals are typically employed by Local Educational Authorities, which are part of County Councils. However, with a longstanding shortage, the assessment process can often be delayed, which is problematic as schools are legally required to provide specific support for students with identified needs.
2. Over-Subscription in Special Schools
Another major challenge is the over-subscription in special schools, with 90% of these institutions having no available spaces. This dire situation forces children with better suited educational needs into mainstream schools, which may struggle to meet their specific requirements. A transitional option, known as pupil referral units (PRUs), exists but is intended as a temporary solution until a comprehensive assessment can be conducted.
3. Addressing the Underfunding and Increasing Needs
Several key areas require immediate attention to address these challenges. First, there is a need for better funding in all educational sectors, with a particular focus on the arts. Additionally, appropriate funding for support services is crucial, especially for children awaiting assessment and those already identified as needing special support.
4. Alternative Academics for Special Needs Students
Considering the current pressures, it might be beneficial to revisit the academic requirements for special needs students. Instead of mandating science at GCSE level, subjects like Food Technology, English, Mathematics, and Computing could be emphasized, aligning with core skills in communication, numeracy, and IT.
Specifically, Food Technology could be a more suitable subject for these students, focusing on multiple-choice tests with an option for written and/or practical exams. For instance, a student with disabilities that make practical exams challenging could still achieve recognition through a high level of theoretical knowledge combined with life skills. Those demonstrating proficiency in written or practical exams could receive additional marks, acknowledging their unique achievement.
5. Future of Special Education
The proposed curriculum changes should also include subjects like Horticulture. This holistic approach would incorporate core units such as Core Biology, Core Chemistry, Geography, and Ecology as additional options. This curriculum framework aims to provide diverse learning opportunities that cater to the needs of diverse learners.
Conclusion
The challenges faced by children with special educational needs in England are complex and multifaceted. By addressing the shortage of professionals, ensuring equitable access to appropriate education, and rethinking academic requirements, we can work towards a more inclusive and supportive educational landscape for all students.