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Ombudsman criticises council over failures that led to boy with special educational needs being denied a year of full-time education

Amid increasing funding pressures and demand, councils are working to deliver comprehensive health, care and education support for children and young people with special educational needs and disabilities

Fundamental reforms to services for children and young people with special educational needs and disabilities aim to transform the way support is provided and improve education and care outcomes

Recent years have seen a significant rise in the proportion of pupils identified with special educational needs and disabilities, but during the pandemic many have faced long waits to access specialist support

Special Educational Needs and Disability: The Basics provides a comprehensive overview of special educational, and additional support, needs in education contexts in the UK. The second edition of this bestselling publication covers the historical development of special provision and national policy-making, and summarises current and proposed legislation and statutory guidance across England, Scotland, Northern Ireland and Wales, examining the fundamental principles of the field from policy to practice. Additional focus is given to recent legislation in England extending the age range of young people identified as experiencing difficulties from birth to 25 years, and the implications this has for practice. Fully updated to incorporate recent research evidence, this book covers essential features of policy and practice that teachers need to consider in and outside of the classroom, including: * the identification and assessment of young people's special or additional learning and behaviour needs, and/or disabilities * approaches to planning in order to meet special or additional learning needs of children and young people * ways to address barriers to learning and behaviour associated with a variety of difficulties * statutory guidance outlined in the Codes of Practice in England (DfE, 2015), Scotland (2010), Wales (2004) and Northern Ireland (1998) * special educational, or additional support, needs provision and the wider children's workforce * implications of disability legislation across the UK.

A Norwegian longitudinal study of approximately 500 adolescents with special educational needs documents that many of the women have had a child at a young age. In a follow-up interview the experiences of a small sample of these women are recorded. Methodologically, a narrative approach has been chosen, and the women's stories are interpreted from a life course perspective with an emphasis on transitions and turning points. The analysis reveals the salience of family relations in the handling of critical transitions, but it also demonstrates how important individual agency is for adolescents facing challenging situations in the transition to adulthood.

Teacher professional learning is a priority for all Agency member countries, for international bodies and for the European Union. This literature review forms the basis for the Teacher Professional Learning for Inclusion (TPL4I) project. TPL4I aims to identify the essential policy elements to ensure that all teachers at each stage of their career are prepared for inclusive education. It focuses on all policies that affect teacher professional learning: initial teacher education, induction, continuing professional development and in‑school learning opportunities. More specifically, TPL4I aims to review what policy documents and research literature say about the following questions: What current policy priorities for all teacher professional learning can be identified in international and European-level documents and in research literature? What national policy frameworks for teacher professional learning are in place in participating member countries, and how are these situated within national contexts (e.g. within different ministries or agencies)? What policy elements or frameworks are needed to prepare all teachers to include all learners? What policy priorities for teacher professional learning required to prepare all teachers to include all learners need further investigation at the European level? Ultimately, the TPL4I project aims to develop a comprehensive policy framework for professional learning for inclusion. This literature review is the first step in its development. Download the TPL4I Literature Review in English below. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This is an annual publication which draws together data from a number of key public data sets and supports the Government's commitment to make information publicly available in a transparent way. It presents information at national and local levels about the characteristics and attainment of pupils with special educational needs.

All Agency country representatives highlighted the topic of Teacher Education for Inclusion (TE4I) as a top priority. The Agency project started in 2009 and ended with a final project conference in February 2012. All information from the project activities is available on the TE4I web area. This policy paper gives an overview of the project conclusions and recommendations. It highlights how the project recommendations may also contribute to other European Union and international policy priorities. Download the policy paper below as a PDF in 21 of the Agency's official languages: Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Italian, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Slovenian, Spanish and Swedish. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.