Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice

Abstract

Special Educational Needs (SEN) policy and practice in England and Wales currently relies on an authoritative and accurate diagnosis of need by professionals working in partnership with parents and children. Our analysis suggests there is a ‘continuum of disengagement’ for children and young people with SEN. This will be used as a central theme to illustrate the disjuncture between SEN policy and practice. The continuum becomes apparent under the scrutiny of issues that arise during the diagnostic process. Identification of problems such as attention deficit hyperactivity disorder, dyslexia and dyspraxia lead to methods of intervention that can be identified as either preventative, counteractive or punitive. The ambiguity of the diagnostic process lies in the overlapping characteristics of these conditions. Referring to our research in the field of SEN provision in North Wales, this article explores the link between hidden disabilities, increasing disengagement and youth offending.

School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index

“…Second, studies of several different groups (e.g., children with ASD or ADHD) have consistently shown an association between parental depression and concern about their child (Karp, Ibañez, Warren, & Stone, ). Third, peer problems are often a key reason for referring children for SEND evaluation (McKay & Neal, ), such that ratings from nursery staff who have ample opportunities to observe children interacting with their peers may prove very useful.…”

Academic engagement of students with emotional and behavioral disorders: existing research, issues, and future directions

“…Most of the studies were concerned with school engagement or social engagement (e.g. McKay and Neal 2009;Travell and Visser 2006). Very few studies examined academic engagement from a perspective that was similar to the US construct that was examined in this review.…”

Supporting a child with dyslexia: how parents/carers engage with school‐based support for their children

“…Riddick () counters the medicalisation of dyslexia, suggesting that the location of all dyslexic difficulties within individuals is a potential cause of oppression. Other conceptualisations of dyslexia view it as socially defined, through references to cultural and social norms (McKay & Neal, ). MacDonald () considers dyslexia bio‐socially, accepting the existence of underlying impairments but emphasising the need to consider the effects of social structures on the manifestation and mediation of ‘symptoms’ of dyslexia.…”

“…Riddick (), McKay and Neal () and later Ross () have suggested that some individuals with dyslexia may be legally disabled under the Equality Act 2010 (s6 (1)), according to which an individual is disabled if: (a)‘P[erson] has a physical or mental impairment, and (b)the impairment has a substantial and long‐term adverse effect on P’s ability to carry out normal day‐to‐day activities.’ …”

“…It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling.' Riddick (2000), McKay and Neal (2009) and later Ross (2017aRoss ( , 2017b have suggested that some individuals with dyslexia may be legally disabled under the Equality Act 2010 (s6 (1)), according to which an individual is disabled if:…”