This is the third article I have written this year on the state of our SEND system. I began this series in my article SENCOs under siege (Sobel, 2021a) in which I laid out how well many of the big ticket issues had been captured in the 2019 Education Select Committee report into SEND.
The report highlighted a number of significant failures, all of which are common knowledge for most of us working in schools (for more, see Headteacher Update, 2019).
My second piece (Sobel, 2021b), then asked what would happen if we shifted our mindset and attitude from focusing on the barriers of SEN to instead considering the strengths and skills that SEN can give students.
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