Students With Special Educational Needs Are Years Behind Their Peers They Need Specialist Teachers In Mainstream Classrooms

(MENAFN- The Conversation) A new report from the National Audit Office into special educational needs provision in England has concluded that despite a significant increase investment over the last decade,“the system is still not delivering better outcomes for children and young people”.

This is borne out by my research. Students with special educational needs in England are significantly behind in reading, writing and maths compared to their classmates.

Laws like the 2014 Children and Families Act , which aimed to improve support for these students, haven't closed the gap. My recent research suggests that we need to rethink current educational policies and practices.

My study looked at data from 2.5 million year 6 students (aged ten and 11) between 2014 and 2019. It shows that students with special educational needs are significantly behind in key academic areas.

On average, students with special educational needs are two years behind in writing and one and a half years behind in reading and maths. The gap in maths is growing, which is especially worrying. It shows that current educational strategies are failing these students.

Not all students with special educational needs face the same challenges. Students with intellectual disabilities were, on average, more than two years behind in writing and maths. In contrast, students with autism spectrum disorder and visual impairment do somewhat better, especially in reading, but they are still, on average, about one year behind.

Despite well-intentioned policies, current educational frameworks are falling short. A major issue is the heavy reliance on teaching assistants as the main support for students with special educational needs in mainstream schools.

Teaching assistants are dedicated and play an important role in classrooms. However, research shows that their involvement can sometimes have negative effects on academic outcomes due to a limited range of teaching methods and lack of professional development. Over-relying on teaching assistants without specialised support might be one reason for the continuing achievement gap.

This raises important questions. If we would not accept teaching assistants as the main instructors for typical students, it should not be acceptable for students with special educational needs, who have more complex learning needs.

Support in schools also comes from special educational needs coordinators. They manage the school's approach to supporting students with special educational needs. They handle administrative tasks, work with parents and outside agencies, and ensure legal compliance. But while their role is important, they usually do not teach students directly.

One solution is to have specialised special education teachers in mainstream schools. This is not just a suggestion; it's a critical need.

Special education teachers are trained educators who work directly with students needing extra support. They teach tailored lessons, adapt teaching materials, and use specialised strategies to meet individual learning needs. Their focus is on providing hands-on educational help within the school.

Integrating special education teachers into our mainstream classrooms, as seen in countries such as the US and Singapore , could be the key to better supporting our students.

In these countries, special education teachers are part of the mainstream classrooms. They complete certification programmes, learning advanced skills in assessing students' needs, developing tailored support and creating individual education plans. They teach alongside general educators, ensuring that students with special educational needs are not left out but receive high-quality support.

This approach addresses both academic and emotional needs in the classroom, providing an effective support system .

Similar steps should be taken in England to establish comprehensive special education teacher training programmes. This could include postgraduate certifications in special education or specialised modules in existing teacher education programmes.

Inspection frameworks like Ofsted must include specific criteria to evaluate the presence and effectiveness of specialised support in classrooms for students with special educational needs.

Schools should be encouraged to hire qualified special education teachers, and government funding models must be changed to support these professionals. Also, ongoing professional development should be a priority, ensuring that all educators expand their expertise in proven teaching methods.

By aligning teacher training, hiring and policies, England can reduce its reliance on teaching assistants as the main support for students with special educational needs. Instead, schools can have strong support systems led by trained special education teachers. These specialists can work with teaching assistants and classroom teachers to provide more effective, targeted support.

This change would provide students with special educational needs with improved overall quality of teaching and learning. This could lead to mainstream classrooms fostering a truly inclusive educational environment.

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