Welcome to the intricate and often challenging world of Special Educational Needs and Disabilities (SEND). As society's understanding and commitment to inclusive education has evolved, so has the history of SEND. Unfortunately, discrimination, miscommunication, and other obstacles have often hindered progress towards ensuring equal educational opportunities for all students.

Despite these challenges, progress has been made on the journey towards inclusive education, and the history of SEND serves as a testament to this progress. In this article, we will explore the fascinating history of SEND while also delving into the challenges of combating ongoing discrimination, facilitating communication, and fighting other obstacles that prevent equal educational opportunities for students with special educational needs and disabilities.

What is SEND?

It's a framework here in the UK that provides children and young people with special educational needs or disabilities with the support and assistance they need to reach their full potential.

Under the SEND framework, local authorities and educational institutions are required to identify children and young people who have Special Educational Needs (SEN) or a disability and provide them with the necessary support, which may include extra teaching assistance, specialized equipment, and access to therapies or counselling.

The SEND framework aims to ensure that all children, regardless of their abilities, have equal opportunities to learn, develop, and achieve their goals. The framework supports children and young people from birth through to age 25, and it is updated on an ongoing basis to reflect changes in government policy and best practices.

SEND is used in schools to help children in several different ways. Firstly, students with special educational needs or disabilities are identified as early as possible to enable effective provision of support. Once identified, teachers and support staff work with students on an individual basis to establish a learning program that tailors to the specific needs of each child. This may involve adapting teaching methods, providing additional resources or equipment, and delivering specialist interventions to support learning.

Schools also support students with SEND by providing access to extra-curricular activities such as sports, music, and drama groups. They may also provide after-school homework clubs or one-to-one support sessions to help students complete their work.

Finally, schools work with parents and outside agencies, such as social services and health providers, to ensure that all aspects of a child's education and well-being are taken into consideration. By working together, schools can provide a more holistic approach to supporting children with SEND, enabling them to reach their full potential both academically and personally.

History has not been sparce in the global documentation of what it was really like to live as a Disabled person during our ancestors reign, and we can see this through various movies, books and scriptures. As a Civilisation we have grown tremendously in the past 200 years towards inclusivity and human rights towards disability's and additional needs but did you know SEND is a relatively new concept?... To understand the creation of SEND we need to go back nearly 130 years ago.

Early Beginnings

The horrible truth is, before the establishment of specialized SEN schools and the legal framework was made, children with disabilities and special needs were often Shunned and hidden from society. People viewed them as burdens to their families and the idea of a disabled person being in the public eye was thought of as grotesque and uncivilised.

Often Children were institutionalized or sent to workhouses forgotten to ever of existed and very rarely did a family bring up a child with needs. In these institutions, they were subjected to neglect, abuse, and horrific living conditions, often using them as experiments by sick twisted doctors treating them as 'stock' or 'specimens' rather then living beings.

For those Children with disabilities that didn't appear physical (for example ADHD/Autism) they were often excluded from mainstream education and were not provided with adequate educational opportunities then after. - They were often labelled as "stupid," "lazy," or "difficult", a massive disappointment to society, permanently branding them as future criminals or paupers.

It was not until late 1800's that change began to form, the people were fighting back against the government and a massive revolutionary change happened for all peoples rights.

Disability activists played an important role in bringing about change in 19th-century Britain by advocating for the recognition and support of people with disabilities. Through their tireless campaigns, they raised public awareness about the challenges faced by people with disabilities and challenged prevailing attitudes of stigma and discrimination.

They formed powerful advocacy groups, such as the British and Foreign Society for Improving the Blind, which helped to shape public opinion and influence policy decisions.

By lobbying government officials, organizing public demonstrations, and advocating for policy reform, activists were able to bring the issue of disability to the forefront of public debate, and demand greater recognition and support from the government. Their efforts led to the creation of important institutions, such as the Royal School for Deaf Children and the Blind, and the establishment of the Royal Commission for the 'Blind, Deaf and Dumb'.

The commission's report, published in 1895, highlighted the lack of provision for disabled children and recommended that education should be made available for all children, regardless of disabilities or special educational needs.

In response, specialized schools were set up for children with visual or hearing impairments, as well as those with physical disabilities. These schools were initially administered by voluntary organizations, such as the National Society for the Education of the Blind and the Royal National Institute for the Deaf, until they were taken over by local authorities in the 20th century.

But even though the people fort hard to establish these specialized schools, they were often segregated and provided a very limited education, focus being vocational training rather than academic or intellectual development. The children who attended these schools were effectively isolated from society, with very limited opportunities for social interaction and integration.

The Education Act of 1944

The Education Act of 1944, also known as the 'Butler Act', was a major landmark in the history of education. It was introduced by the Conservative politician, Rab Butler, and aimed to reform the education system in England and Wales. One of the key issues that the Act sought to address was the education of children with special educational needs and disabilities (SEND).

It required local authorities to provide sufficient educational facilities for all children up to the age of 15, and made it compulsory for all children to attend school up to the age of 14.

In addition, the Act required local authorities to identify and assess children with SEND, and to provide appropriate support and facilities for them. It recognized the importance of providing individualized education plans for children with SEND, and encouraged a more collaborative approach between parents, teachers, and local authorities.

Overall, it was a major step forward in promoting greater inclusion and access to education for children with SEND. It helped to break down barriers and prejudices, and opened up doors of opportunity for generations of children who had been excluded from mainstream society. The Education Act of 1944 made provision for children with disabilities to receive education in mainstream schools. However, it wasn't until the Education Act of 1981 that the legal framework for special educational needs (SEN) was established. This act introduced the concept of a statement of SEN, which set out the specific needs of a child and the support they required to achieve their full potential.

After World War II, there was a growing awareness of the need to address the educational needs of children with disabilities in the UK as a result of the increasing number of disabled children and those affected by the war. The government responded to calls for change, and the Education Act of 1944 was introduced to reform the education system and provide greater access and opportunities for all children.

However, despite the 'positive intentions' of the Act, it was more a strategic ploy the government implemented due to the depleted numbers of the war. Many children conceived or born during the war were effected massively by environmental factors such as -

Malnutrition
War time Stress in the womb
Radiation & Chemical exposure
Environmental pollution

In the UK we suffered 450,900 casualties due to the war and government officials begun to panic tremendously. They created mass amounts of propaganda to create a 'baby boom', squashing any risks of population decrease - As I mentioned a moment ago, what they were not prepared for was a big increase in disabled births.

This created a problem for them because you have to think even though the war was over the UK was suffering war time hardship, poverty and social divide.

What we have learnt through history is when governments have a social issue and power struggle they often create a 'marvellous' new thing for the people to all be happy about, and for this instance the for focus was the rise in disabled children.

Churchills future generation was to be 'inclusive for all' so that families felt like the government really did care about them - But as we know, it was just a prevention tactic to keep the people conforming. The majority of these special schools resulted in the provision of segregated education, which had a detrimental effect on the opportunities and social inclusion of disabled children.

Moreover, the quality of education provided in special schools was often lower than that in mainstream schools, and teachers were rarely trained to meet the specific needs of disabled children. As a result, disabled children who attended special schools were often excluded from mainstream society, and were denied the same opportunities and experiences as their non-disabled peers.

Peace and Love

The 1960s and 1970s were a time of significant social and political change in many countries around the world. In the field of education, this period saw a shift in attitudes and policies towards providing equal access to education for all students, including those with disabilities.

During this era, movements advocating for inclusive education gained momentum. This meant that educators began to recognize the importance of providing educational opportunities for students with disabilities in regular classrooms. In other words, instead of segregating students with disabilities in special schools or classrooms, educators began to focus on options that would allow them to learn alongside their non-disabled peers.

At this time, the concept of "integration" began to take hold, as educators and policymakers recognized the importance of creating more inclusive and welcoming learning environments for students with disabilities. This approach involved making regular classrooms and curricula accessible to students with disabilities, and providing support and accommodations to help them succeed alongside their classmates.

Several key pieces of legislation were passed during the 1960s and 1970s to support the movement towards inclusive education, including the Warnock Report in the United Kingdom.

The Warnock Report

The Warnock Report was a seminal report on special education that was published in 1978. It was the result of a year-long inquiry led by the influential psychologist and educationalist Mary Warnock and a team of experts, with the aim of examining the state of special education in the UK and making recommendations for improving it.

The report covered a wide range of issues related to special education, including the identification and assessment of special educational needs, provision for children with disabilities, the role of parents, and the training and support of school staff. It also examined the existing legislative framework for special education and made recommendations for changes.

One of the most significant recommendations of the Warnock Report was the introduction of a new legal framework for special education in the UK, which eventually led to the Education Act 1981. This legislation established a statutory right to education for children with special educational needs and required local authorities to provide appropriate educational support and accommodations.

The 1981 Education Act

The 1981 Education Act, which laid the foundation for the SEND framework in the UK, was created by the Conservative government led by Prime Minister Margaret Thatcher. The act was introduced by the then-Secretary of State for Education and Science, Mark Carlisle, and it was passed by the British Parliament in July 1981. Since then, various governments of different political parties have introduced further legislation, policies, and funding arrangements to refine and develop the SEND framework, reflecting their different priorities and approaches to education and special needs.

The UK made it mandatory for every local authority to identify children with special educational needs. SEND refers to children and young people with special educational needs and disabilities who require additional support and assistance to fulfil their potential.

SEND was developed to ensure that every child with special educational needs and disabilities receives the necessary support to reach their full potential, regardless of their background or circumstances. It aims to provide children and young people with the tools and resources they need to succeed in school and later in life.

It was created by the government to address the growing concern that children with special educational needs and disabilities were not receiving the necessary support they needed to succeed in school; The government recognized that the education system needed to be more inclusive and accessible to all children, regardless of their abilities.

Towards Inclusion

While the 1990s and 2000s saw significant progress towards more inclusive policies and practices in education, it is important to note that the implementation of these policies was not always straightforward or successful. Many teachers, even those who were sympathetic to the cause of inclusion, lacked the necessary training and resources to effectively support students with special educational needs and disabilities (SEND).

As a result, many students with SEND continued to experience significant barriers to learning and participation, despite the efforts to improve inclusion. Some mainstream schools were not adequately equipped to provide the necessary support and accommodations, and some teachers were resistant to changes in their teaching practices or lacked the skills and knowledge to effectively support SEND students. As I've mentioned in previous blogs I was one of these children and my needs were not met, acknowledged or even taken seriously during the duration of my school years.

Discrimination and stigma was still rife and many individuals were still ridiculed due to their disabilities; inclusion was not always felt to be a safe or welcoming environment.

While progress towards inclusion was significant, the reality was that many students with SEND continue to face significant challenges in the classroom and beyond. This highlights the importance of ongoing efforts to improve teacher training and professional development, to provide the necessary resources and support, and to address systemic discrimination and stigma in education and society more broadly.

The SEND Code of Practice (2014)

In 2014, the UK government introduced a new SEND Code of Practice that reinforced the principles of inclusion in education and provided guidance on identifying and supporting children with special educational needs and disabilities (SEND). The Code set out clear expectations for schools, local authorities, and other agencies in their efforts to promote inclusion and support SEND students.

One of the key principles of the Code was the importance of working in partnership with parents and carers to identify SEND needs early and provide appropriate support. The Code emphasized the role of parents and carers in the education process and recognized their expertise and knowledge of their child's needs. It also emphasized the importance of involving SEND students themselves in decisions about their education, promoting greater student agency and empowerment.

The Code also provided guidance on the identification and assessment of SEND needs, outlining a clear process for identifying and supporting students with SEND. The Code emphasized the importance of early intervention and support, highlighting the need to identify and address SEND needs early to prevent them from becoming more significant later on.

Another important aspect of the Code was its focus on joint working between local authorities, health services, and schools. The Code called for greater collaboration and coordination between these different agencies to support students with SEND and promote more effective inclusion.

By reinforcing the principles of inclusion, providing clear guidance on identification and support, and emphasizing the importance of collaboration between different agencies and stakeholders, the Code helped to lay the groundwork for a more inclusive and supportive education system for all students.

Recent Developments

In the 2020s, there has been a continued focus on improving special educational needs and disabilities (SEND) provision in the UK education system. This has been driven by a recognition that many SEND students still face barriers to inclusion and participation, and that there is a need for greater personalized support to ensure that every child has the opportunity to reach their full potential.

One of the key developments in recent years has been a growing emphasis on personalized support for SEND students. Schools are encouraged to take a more individualized approach, tailoring support and accommodations to the specific needs of each child. This might include providing assistive technology, modifying the curriculum or assessment methods, or providing additional support or mentoring.

Another important development has been the increasing focus on mental health and wellbeing support for SEND students. This recognizes that many children with SEND face additional challenges in terms of their mental health and emotional wellbeing, and that additional support may be needed to address these vital issues.

Additionally, there has been a greater emphasis on collaborative working between schools, local authorities, healthcare providers, and other agencies involved in the care and support of SEND students. This recognizes that effective support for SEND students requires a coordinated approach from a range of different professionals and stakeholders.

Challenges and Future Perspectives

Despite significant progress towards inclusion and support there are still several ongoing challenges that need to be addressed. One major challenge is resource limitations. Schools and local authorities often struggle to provide the necessary resources and support for SEND students, particularly in the face of budget cuts and funding constraints. This can lead to unequal access to support and accommodations, and may exacerbate existing educational inequalities.

Another challenge is teacher training and development. Many teachers still lack the necessary training and knowledge to effectively support SEND students. This can result in a lack of confidence and competence in working with SEND students. It is crucial that teachers receive ongoing professional development and training to ensure they are equipped with the skills and knowledge needed to support all learners.

The need for greater awareness and understanding of SEND is another ongoing challenge. Stigma and discrimination against people with disabilities still remains prevalent in society, and many children with SEND continue to face barriers to inclusion and participation. In order to address this, there needs to be greater awareness and understanding of SEND, and a commitment to promoting inclusivity and diversity in all aspects of education.

Moreover, there is also the challenge of adapting to different learning styles and abilities. It is not only enough to identify and label children with SEND. Teachers have to make suitable adjustments to their teaching styles such that they can accommodate children with varying disabilities and learning abilities and as we are quite aware, many do not wish to do so.

The Road Ahead

The future of special educational needs and disabilities (SEND) education holds promise, but continued collaboration among educators, policymakers, parents, and advocacy groups is crucial for creating an inclusive educational landscape, where every child's unique needs are met.

The need for greater emphasis on early intervention and diagnosis of SEND is vital so that our next generation have an easier transition into the real world. This could include improved screening and assessment to identify needs earlier, specialist training for teachers to help them recognize and respond to SEND issues, and greater collaboration between schools and healthcare providers - But above all, to listen to the concerns of the parents.

Finally, it is essential that policymakers continue to prioritize the resources necessary to support SEND students effectively. This can include increased funding for schools, greater investment in professional development for teachers, improved access to support services for families, and stronger legislation to protect the rights of SEND students.

The history of SEND education is a journey marked by shifts in attitudes, policies, and practices. From exclusion and segregation to inclusion and equity, Even if it was created as an ultimate people kiss ass, the people have taken into account what truly matters and that is the inclusion off all.

Today, the SEND framework in the UK is still evolving, with ongoing changes to policies, legislation, and funding arrangements. However, the fundamental principle of SEND remains the same – to ensure that every child with special educational needs and disabilities receives the support and assistance they need to thrive.

Our next generation matters.