Stakeholder engagement in SEND policy: an international perspective — Dr. Catherine Antalek
There is an increasing global interest in the development of policies to improve inclusive education and raise equity, particularly for pupils with special educational needs and disabilities (SEND). For example, the current UK Government’s manifesto has a stated commitment to ‘inclusivity’, which positions inclusive education at the centre of its SEND policy agenda (Labour Party, 2024). These priorities align with international commitment arising from jurisdictions’ ratification of the Convention on the Rights of Persons with Disabilities, which calls for the realisation of inclusive education systems for all learners under Article 24 (United Nations, 2006; UN Committee on the Rights of Persons with Disabilities, General Comment No. 4, 2016). However, there are still a number of challenges to achieving inclusive and equitable education systems (Ainscow, 2020). Different jurisdictions aim to address these challenges through policy but may operationalise these goals through very different policy mechanisms. Policy components such as workforce training, accountability systems, and funding allocation differ widely between jurisdictions and affect the extent to which inclusive practices are implemented (Ainscow et al., 2006). For example, in many countries (e.g. Switzerland, Germany, France, Portugal) criteria to determine eligibility for support services for children with SEND changed from a diagnostic-based approach (i.e., where support follows formal identification or diagnosis) to a needs-based, biopsychosocial model, using the International Classification of Functioning, Disability and Health (ICF) as a tool to measure strengths and needs and refer to support services based on holistic profiles, rather than by discrete categories (EASNIE, 2020; Leonardi et al., 2022; Rotatori et al., 2014). Such different approaches may result in varying outcomes in terms of how assessments for eligibility are undertaken, how resources are allocated, and which pupils ultimately are eligible for support.
This work examines the perspectives and experiences of educational practitioners, pupils with SEND, and their families across nine jurisdictions the four UK nations, the Republic of Ireland, Finland, Australia, Switzerland, and Belgium to identify which elements of provision are experienced as effective and where persistent barriers remain. This focus is important given the recognised limitations of PISA data for understanding outcomes for pupils with SEND, particularly due to differing conceptualisations of SEND and policy approaches across countries. Ethical approval was obtained from University College London. Participants were recruited using the authors professional networks and social media using purposeful sampling and snowballing techniques. Qualitative data were collected through semi structured interviews across jurisdictions, with thematic analysis currently ongoing. The findings will provide a holistic account of how SEND policy implementation is experienced by those with lived experience, identifying key strengths and systemic challenges to inform future policy development.
About the speaker
Catherine is a Research Fellow at UCL’s Institute of Education. Her research focuses on policy and provision for children and young people with Special Educational Needs and Disabilities (SEND), with particular interest in how support needs are identified, how provision is organised, and how policy decisions shape everyday practice in schools. Catherine’s research is informed by a background in reading, literacy difficulties, dyslexia, and inclusive education. Before her doctorate, she taught English as a second language to primary aged children in Madrid through a programme funded by the Spanish Ministry of Education.
She has worked with the Department for Education in England on a number of evidence reviews examining best practice for identifying and supporting children and young people with SEND. This work has included synthesising evidence on approaches to assessment, classroom support, targeted intervention, and system level provision across different areas of need. Her current work is an international evaluation of SEND policy and provision across 17 countries. This project examines how different education systems define SEND, allocate support, involve families and professionals in decision making, and manage the relationship between national policy and local implementation.
