SEND policy reforms, their implementation in practice, and studies into different needs and conditions. View our archive of research, case studies and features.
Schools and colleges guide shows how to meet careers guidance benchmarks for pupils with SEND.
September marks five years since the Children and Families Act 2014 became law, heralding the biggest reforms to special educational needs and disabilities (SEND) in a generation.
In the context of funding shortfalls for children with special educational needs, Kamena Dorling, head of policy and public affairs at Coram, looks at the increase in appeals against local authority decisions.
Coram Children's Legal Centre explores new guidance on restraint and restrictive interventions for children with SEND.
With funds lacking to meet families' expectations of special educational needs and disability services, parents and practitioners have pursued education, health and care plans to obtain support, worsening the cash crisis.
Research findings support local government calls for a 'reboot' of how SEND services are commissioned.
Kamena Dorling, head of policy and public affairs at Coram Children's Legal Centre, examines the impact of a landmark ruling on school exclusions for children with special educational needs and disabilities.
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.
An education select committee report concludes a factor in rising levels of school exclusions is that vulnerable pupils are not getting the support they need. The government is being urged to back inclusive school policies.
Now the SEND transfer deadline has passed, councils must embed a joint approach to commissioning, says Toni Badnall-Neill.
April saw the start of a two-year trial of a process that gives parents and young people a single route of redress regarding SEND concerns.
It has taken four years to transfer most children with special educational needs and disabilities to a new support system. While parents appear satisfied with the process, campaigners have criticised the quality of some care plans.
Kamena Dorling, group head of policy and public affairs at Coram Children's Legal Centre, examines the need for local authorities to transfer children onto education, health and care plans by the end of March.
The introduction of area-wide multi-agency inspections of special educational needs and disabilities services has highlighted the challenges of implementing system reforms while continuing to deliver quality provision.
Review shows how councils can improve provision to reduce need for out-of-area residential schools.
The number of children with disabilities educated at special schools is rising. While the proportion of settings achieving a "good" rating is up, there is wide variation between different types of provider.
Education health and care plans for SEND children need reforming not scrapping, say three sector experts.
The Pendlebury Centre pupil referral unit in Stockport has just been awarded its fifth consecutive "outstanding" rating. Tom de Castella went to meet staff and pupils to find out how it achieves such success.
A Hampshire school's inclusion unit may provide a blueprint for addressing behavioural problems of pupils.
Council for Disabled Children guidance for local authorities on producing education, health and care plans for SEND children.
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.
High numbers of children with SEND enter the youth justice system because of inadequate support.
Sweeping changes to special educational needs policy are on the horizon. Charlotte Goddard examines what the reforms will mean for the many families who currently struggle to get support.
Volunteering charity is supporting more than 500 young people with learning disabilities or autism to learn about sexual education and lead awareness-raising activities.
Auditory Verbal therapy helps children with hearing loss develop their listerning and spoken language skills, enabling them to better grasp early opportunities.
According to one influential piece of research, disadvantaged children hear 30 million fewer words than their peers. Early years expert James Hempsall explores efforts to address the language gap.
Programme of workshops gives parents with disabled children the skills and confidence they need to access support services to improve their families' lives.
Consortium of local boroughs form a regional framework.
Storytelling initiative supports development of children's communication and language skills, helping to tackle early disadvantage through creative learning.
Narrowing the attainment gap between disadvantaged pupils and better-off peers is a key challenge for leaders across all types of schools and one which Ofsted is keeping a close eye on, reports Jo Stephenson.
Globalisation and international migration have increased the number of students from immigrant backgrounds across Europe. For these students, learning the language can play a crucial role in their schoolwork, sense of inclusion in the school and integration into society.
Council establishes eight specialist centres in mainstream schools to teach children with autism.
Independent special school has developed a child-centred approach to supporting children's speech and language needs.
Council quality awards scheme recognises early years settings providing inclusive care for children with SEND.
Cornwall was the first area in England to introduce health passports to help care leavers keep their medical history at hand.
Disabled young people who use prosthetic limbs have worked with technicians and clinicians to devise new products that will improve the comfort and quality of prosthetics, making their lives better.
Youth participation is embedded throughout Hackney Council's youth services.
Achievement for All has adapted its online learning platform to deliver free training to youth justice professionals.
Ladybirds and Brookvale nursery cluster caters for a high proportion of children with SEND by having a permanent special educational needs co-ordinator (Senco).
Ofsted has applauded Plymouth for its multi-agency work with families to improve outcomes for children and young people with SEND.
Gloucestershire Council's supported internship programme is creating first-time pathways to employment for 18- to 25-year-olds with SEND.
Revised inspections for residential holiday schemes for disabled children show that as well as providing high-quality care, the best schemes "add considerably to young people's experiences, progress and development".
Patience and consideration are qualities needed to work effectively with children and young people with autism.
Children's professionals must recognise all forms of disability prejudice so that they can effectively tackle it.
Understanding the impact of visual impairments can make a difference to the outcomes of children who are blind or partially sighted.
Researchers at the University of Oxford analysed data from the National Pupil Database for all pupils in England aged five to 16, between 2005 and 2016, to find out which ethnic groups were disproportionally represented in groups of children with SEN, and which types of SEN this applied to.
This study asks social workers to identify the barriers and enablers to undertaking direct work with children and young people who have learning disabilities and communicate non-verbally.
The research section for this special report is based on a selection of academic studies which have been explored and summarised by Research in Practice (www.rip.org.uk), part of the Dartington Hall Trust.
This systematic review (of 35 studies) investigated school-based interventions that can facilitate the social participation of pupils with SEN in mainstream preschool and primary classrooms.
This study looks into the experience of pupils with SEND in terms of class size, the ability mix of teaching groups, and interactions with teachers and teaching assistants.
Findings from recent studies suggest there is an increased risk of child sexual exploitation (CSE) for young people with learning disabilities. However, there is a lack of evidence concerning how best to protect, identify and support these young people. This exploratory study aimed to address this gap by examining the identification of, and support for sexually exploited young people with learning disabilities.
Researchers from the University of Warwick and the London School of Economics set out to discover how academic and social influences contribute to the educational outcomes and choices of young people with disabilities.
Barnardo's Participation Project sought to develop ways of involving disabled children and young people in health, social care and children's services planning.
Review discusses concerns and policy directions regarding permanency, policy shift towards adoption and how this is seen as the gold standard of permanency, despite warnings to avoid such a hierarchy.
Parents of disabled children are encouraged by health services to seek peer support. Delivering one-to-one support services is resource intensive and so it is important their effectiveness is evaluated. This qualitative study considers the impact on both recipients and befrienders.
Research indicates deaf or disabled children face three- or four-times the risk of abuse compared with non-disabled peers.
This narrative review of literature aimed to highlight the need for more quality research on the effectiveness of parenting interventions to treat ADHD and and potential alternative benefits.
Autism spectrum disorder is a developmental disorder that affects about one per cent of children and young people, and can have a profound effect on children's social development into adulthood.
A number of initiatives have aimed to increase early diagnosis of ASD - but are children in fact being diagnosed earlier?
Analysis of statements provided by 63 local authorities in England, plus general recommendations to councils.
Are young children with behavioural problems and ADHD at risk of poor academic outcomes at 16?