This paper provides an overview of the rate of appeal to the Special Educational Needs and Disability (SEND) Tribunal in England by analysis of official data published by the Ministry of Justice. The article will also consider the effects of socio-economic deprivation on appeals and hearings, the fiscal constraints placed on Local Authorities and…

Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us…

This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws…

The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a…

Background: This paper describes the experience of conducting a co-researched project with people with learning disabilities in Madrid, Spain, during the COVID pandemic and lockdown. I discuss the advantages and limitations of working online and challenges encountered while coordinating and facilitating the research. Methods: Our research project…

In schools, the Special Educational Needs Coordinator (SENCO) could be considered a key policy implementer of special educational needs and inclusive policy. Issues related to time, status and the effective facilitation of the SENCO role have been reported on extensively, yet literature has predominantly focused on the role prior to the…

In England, legislation introduced in 2014 to reform support for children and young people with special educational needs and disability (SEND) from birth to 25 years of age has been described as the biggest change in SEND for 30 years. Support now focuses on improved outcomes for young people with SEND, and aims to be more aspirational and…

The Special Educational Needs and Disabilities (SEND) reforms have been reported as the most significant reforms of their kind for over 30 years. Through the Children and Families Act 2014 the Government is seeking to effect cultural change regarding SEND. The SENCo is responsible for the operational and strategic aspects related to SEND provision…

Patricia Floriet, who taught for 22 years at the Institute for Political Sciences in Grenoble, sends these observations and reflections on the way the pandemic has affected all those connected to education in her village in south-east France.

This study investigated the reasons Irish parents chose to send their children to Irish-medium preschools settings over other forms of early childhood education. The international literature on parental decision making regarding childcare and relevant studies on immersion education in Celtic countries were reviewed. A parental questionnaire,…

This paper explores national patterns of entry to primary school in England over the past decade. It focuses on deferred entry (where children begin Reception with the cohort below) and delayed entry (where children miss some or all of Reception, and enter Year 1 with their 'normal' cohort). In 2014, the Department for Education's (DfE's) guidance…

As a response to calls for social justice and promotion of children's rights across increasingly diverse communities, the need for 'culturally competent' services to children, families and schools has been identified. The aim of the paper is to explore, for parents of Pakistani minority ethnic heritage in England, the role of culture and religion…

This article explores the new Legislative Act concerned with the "Risk of Being Drawn into Terrorism" and the need for "Preventing People Being Drawn into Terrorism." It provides consultation and guidance to specified authorities such as universities on how they should go about implementing this "Prevent" duty. The…

This article discusses how the authors' 'Science Hunters' suite of projects uses the computer game Minecraft to engage children, particularly those from underrepresented groups, with STEM. Delivered by environmental scientists, Science Hunters projects link to the United Nations' Sustainable Development Goals (SDGs) through offering inclusive…

This article contributes a current thematic review of literature about the challenges of productive parent-professional partnership working relating to children and young people with special educational needs and disabilities (SEND). It also reports on an empirical project which explored early experiences of professionals working under the newly…