SEND The urgent need for inclusive education
As more neurodivergent students enter mainstream classrooms, Jo Hardy, Director of Innovation at RM, discusses how challenges for children with SEND can best be addressed
In recent years, mainstream schools in the UK have seen a significant influx of students with special educational needs and disabilities (SEND). This demographic shift underscores a pressing need for an inclusive educational environment, yet the challenges educators face are multifaceted and profound. As we navigate this evolving landscape, it’s imperative that we equip teachers, parents, and administrators with the tools and training necessary to create supportive and adaptive learning experiences for all students.
The growing demand for inclusivity
With the rise in the number of neurodivergent students in mainstream classrooms, the need for tailored teaching approaches has never been more critical. Educators are expected to meet a diverse array of needs, yet many report feeling ill-prepared to do so. This lack of readiness is compounded by a severe shortage of funding for SEND provisions. Resources are sparse, making it challenging for schools to implement the adaptive and flexible strategies that these learners require.
and extensive QA testing. We also developed the Calming Cat and Calming Kittens range, designed to help regulate children’s behaviours and emotions, by testing prototypes in real classroom settings. This helped us to gather insights that led to significant design tweaks, an iterative process that not only enhances product efficacy but also empowers educators to feel more confident in their teaching strategies and resources.
The need for comprehensive training
While innovative resources are essential, they are not sufficient on their own. A crucial component of fostering an inclusive environment is the training of teachers and support staff. Many educators express the need for more professional development focused on SEND.
To truly effect change, mandatory training on neurodiversity and major conditions such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) must be integrated into teacher education programs. This will not only equip educators with the knowledge needed to understand and support their students, but also promote a culture of inclusivity within schools.
The role of policy and funding
As we push for change, we must also advocate for policy reforms that ensure adequate funding for SEND provisions. The current system often leaves parents struggling to navigate the complexities of securing support for their children. Access to funding should not be contingent upon lengthy assessments or bureaucratic hurdles; rather, it should be streamlined to facilitate timely support.
Furthermore, we need education ministers who are well-versed in the intricacies of educational needs, ideally those with firsthand experience in teaching. Their understanding can lead to more informed policies that address the realities faced by educators and students alike.
A time for action
The education system is at a crossroads, and the time for action is now. By investing in comprehensive training for educators, advocating for streamlined funding processes, and fostering collaboration among all stakeholders, we can create an environment where every child, regardless of their individual challenges, can succeed.
One of the most significant barriers is the difficulty in accessing funding for early intervention. Many children with SEND require an Education, Health and Care Plan (EHCP) to secure necessary support, but the process can be daunting and time-consuming. As a result, early identification and intervention are often overlooked, leaving children without the resources they need to thrive.
Collaborative solutions
At the heart of addressing these challenges is a collaborative approach that involves educators, parents, and industry experts. When developing products to help enhance the experience of learners with SEND, our teams at RM take a grassroots approach driven by field research and consulting with stakeholders. This solution-led approach ensures that the tools we create are relevant and practical for those who will use them daily.
For instance, when developing the Chatterboard, a set of recording tiles designed to elevate literary and numeracy, we were influenced throughout the process by input from teachers, literacy experts
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It is imperative that we challenge the status quo, pushing for systemic change that prioritises the needs of neurodivergent learners. Together, we can cultivate a more inclusive educational landscape— one where every child has the opportunity to thrive, and where educators feel equipped and supported in their essential roles. The future of SEND education depends on our collective commitment to making these changes a reality.
October 2024
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