• Corpus ID: 199568500

Ethnic disproportionality in the identification of Special Educational Needs ( SEN ) in England : Extent , causes and consequences

  title={Ethnic disproportionality in the identification of Special Educational Needs ( SEN ) in England : Extent , causes and consequences},
  author={Steve Strand and Ariel Lindorff},
Disproportionate identification of special needs for ethnic and language minority students in England–patterns and explanations
Abstract Using data from the Millennium Cohort Study, this article contributes to research on disproportionate special needs identification of ethnic and language minority students in England. It
Warnock 40 Years on: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future
The report of the Warnock Committee “Special Educational Needs,” published in 1978, provided the first comprehensive review of special educational needs (SEN) in England and the basis for subsequent
A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps
Evidence-based practice is a salient solution that has been presented to address the persistent educational attainment gap linked to economic disadvantage. However, most schools do not engage with
SEN support from the start of school and its impact on unplanned hospital utilisation in children with cleft lip and palate: a demonstration target trial emulation protocol using ECHILD
The ECHILD dataset could be used to explore and conduct a target trial emulation to evaluate whether children who were born with cleft lip and palate would have different unplanned hospital utilisation if they received or did not receive SEN provisions by Year 1 (specifically by January in their second year of school).
How, still, is the Black Caribbean child made educationally subnormal in the English school system?
ABSTRACT 2021 marks the 50th anniversary of Bernard Coard’s path-breaking book How the West Indian Child is Made Educationally Subnormal in the British School System (1971a), a piece celebrated in
Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11
We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental
Children in Need and Children in Care: Educational Attainment and Progress
The ‘attainment gap’ in reaching expected standards is approximately 25-30% at Key Stage 1 and KS2 (aged 11), and 25% at KS4 (aged 16).
Negotiating narratives: exploring the complexities of Somali boys' and girls' learner identities around notions of "educational help" at home and at school
This study explores how a group of Somali boys and girls who migrated to the UK as refugees and who may require “educational help” negotiated their identities as “possible” learners at home and at
Making Visible the Invisible: Multistudy Investigation of Disproportionate Special Education Identification of U.S. Asian American and Pacific Islander Students
Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian


Special educational needs code of practice
School-Based Autism Identification: Prevalence, Racial Disparities, and Systemic Correlates
Abstract. This study examined prevalence and relative risk of school-based autism identification by race, and the relations of each to state characteristics. The sample was drawn from general and
A Multiyear National Profile of Racial Disparity in Autism Identification
Disproportionate representation of racially diverse students in special education is a well-documented problem, yet few studies have systematically evaluated disproportionate representation of
Data collection by type of special educational need
  • DfES-1889-2005. London: Department for Education and Skills.
  • 2005
Evidence of Ethnic Disproportionality in Special Education in an English Population
Differences in the proportions of students identified as having special educational needs (SENs) across ethnic groups have historically been of concern in the United Kingdom and the United States.
Ethnic disproportionality in the identification of speech language and communication needs (SLCN) and autism spectrum disorders (ASD): 2005-2011
The Better Communication Research Programme (BCRP) was commissioned as part of the Better Communication Action Plan, the government’s response to the Bercow review of services for children and young
The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations
A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British–Black Caribbean achievement gap at age 14 which cannot be accounted for by socio‐economic
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis
We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education. We identified 22 studies that met a priori inclusion criteria including
The Miner’s Canary
The authors reviewed the overrepresentation research published between 1968 and 2006 to answer two questions: (a) What are the characteristics of overrepresentation studies? (b) How do studies frame
Missing out? Autism, education and ethnicity: the reality for families today
Children with autism from black and minority ethnic communities experience discrimination on two fronts – their disability and their ethnicity. This isolates them from the education system that