In January 2004 almost 247,600 pupils across all schools in England had statements of special educational needs - the lowest number in 5 years.
Source: Special Educational Needs in England January 2004, Statistical First Release 44/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2004-Nov
A report tracked the progress of a sample of young people with special educational needs as they moved from compulsory schooling to early adulthood. Fewer than half of all young people taking part in the survey could recall attending a transition planning review (a statutory obligation for young people with statements of special educational needs). But most young people had a positive regard for their time at school.
Source: Sara Dewson, Jane Aston, Peter Bates, Helen Ritchie and Alan Dyson, Post-16 Transitions: A longitudinal study of young people with special educational needs - Wave two, Research Report 582, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Oct
A schools inspectorate report said that most mainstream schools were committed to meeting special educational needs, as a result of the government's revised inclusion framework. But the framework had thus far had little effect on the proportion of pupils with SEN in mainstream schools, or on the range of needs for which mainstream schools catered.
Source: Special Educational Needs and Disability: Towards inclusive schools, HMI 2276, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release | NUT press release | DRC press release | Scope press release | Children Now report
Date: 2004-Oct
Researchers found that the policy of a local education authority towards the education of children with special educational needs (in terms of the proportion of pupils educated in mainstream schools) seemed to have no bearing on overall levels of attainment in schools in that LEA. There was some evidence (chiefly in the views of teachers and pupils) that inclusion could have positive effects on the wider achievements of all pupils, such as social skills and understanding.
Source: Alan Dyson, Peter Farrell, Graeme Hutcheson, Filiz Polat and Frances Gallannaugh, Inclusion and Pupil Achievement, Research Report 578, Department for Education and Skills (0845 602 2260)
Links: Report (Word file) | Brief (pdf)
Date: 2004-Oct
The government began consultation on how the performance of pupils with special educational needs could be fairly reflected in school performance tables.
Source: Consultation on Performance Tables and Pupils with Special Educational Needs, Department for Education and Skills (0845 602 2260)
Links: Consultation document (pdf)
Date: 2004-Apr
The government published a new long-term strategy to transform the education of children with special educational needs. There would be a focus on early intervention; personalised learning for all children; and development of teachers' skills. More children with SEN would be educated in mainstream schools. There would be a continuing role for special schools as centres of excellence educating children with the most severe and complex needs, working closely with mainstream schools to share expertise. There would also be closer partnerships between education, health and social services and the voluntary sector to ensure that children with SEN and disabilities got the services they needed. Campaigners said that plans to retain separate 'special' schools in perpetuity for some pupils worked against the long-term interests of disabled people.
Source: Removing Barriers to Achievement: The government s strategy for SEN, Department for Education and Skills (0845 602 2260) | House of Commons Hansard, Debate 11 February 2004, columns 1429-1443, TSO (0870 600 5522) | Press release February 2004, Centre for Studies on Inclusive Education (0117 344 4007)
Links: Report (pdf) | Summary (pdf) | Hansard | DfES press release | CSIE press release | Mencap press release | NASUWT press release | BBC report | Guardian report
Date: 2004-Feb
A journal article reported on a study which examined the views of 101 boys and girls aged 10-11 and 13-14 with statements of special educational needs for moderate learning difficulties.
Source: Brahm Norwich and Narcie Kelly, 'Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools', British Educational Research Journal, Volume 30, Number 1
Links: Abstract
Date: 2004-Feb
A research report explored the impact of local education authority strategies to reduce reliance on statements for children with special educational needs. The level of statements maintained by LEAs did not appear to have an impact on the results achieved by their pupils with SEN (or overall). In the low-statementing authorities, more pupils with SEN without a statement reach the expected levels, at each key stage, than in the high-statementing authorities. The government was urged to provide a clearer national steer on the role of statements in meeting children s needs and the desirability of promoting early intervention and whole school inclusive practice.
Source: Anne Pinney, Reducing Reliance on Statements: An investigation into local authority practice and outcomes, Research Report 508, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Feb
A pamphlet set out the case against segregation of children with special educational needs in special schools.
Source: Sharon Rustemier, The Case Against Segregation Into Special Schools: A look at the evidence, Centre for Studies on Inclusive Education (0117 344 4007)
Links: Summary (pdf) | CSIE press release
Date: 2004-Feb
The schools inspectorate said that most maintained special schools set statutory school performance targets, but that the support they received from local education authorities to collate and analyse the information varied too widely.
Source: Setting Targets for Pupils with Special Educational Needs, HMI 751, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release
Date: 2004-Feb
A report provided an overview of teaching strategies and approaches for pupils with special educational needs, the theoretical underpinnings of these strategies, and the role of specialist knowledge in teaching these pupils.
Source: Pauline Davis and Lani Florian, Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study, Research Report 516, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Feb
A report summarised an investigation into the funding of special educational needs provision, carried out in 2003. It was commissioned by the government following evidence of above-inflation increases in the resources retained centrally for SEN. No evidence was found of any significant expansion of central administrative or support services.
Source: Investigation into the Funding of SEN Provision in Schools and Education Elsewhere, Department for Education and Skills (0845 602 2260)
Links: Report (Word file)
Date: 2004-Feb
A study explored the potential for undertaking a cost-benefit analysis of earlier identification and more effective intervention in the field of special educational needs. It focused on children with autism spectrum disorders and children at risk of low educational attainment implying SEN.
Source: Ivy Papps and Alan Dyson, The Costs and Benefits of Earlier Identification and Effective Intervention: Final report, Research Report 505, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-Jan
