Labour's Send Reforms: A Transformative Step for Disabled Children in Mainstream Education
Labour's comprehensive overhaul of the Send system in England marks a significant shift towards inclusion, aiming to ensure that disabled children can thrive in mainstream schools. These reforms, set to fully implement by 2030, focus on providing tailored support and multibillion-pound funding for 60,000 additional special-needs places and inclusion bases across all schools. While children with the most complex needs will retain access to specialist schools, the overarching goal is to create truly inclusive educational environments.
The Historical Context and Current Challenges
Reflecting on personal experiences, such as those of columnist Frances Ryan, highlights the progress since 1996, when disabled pupils often faced segregation in special schools with limited curricula. However, recent trends show a concerning reversal: between 2012 and 2019, the number of children with Send in English mainstream education dropped by nearly a quarter, while those in specialist schools increased by almost a third. This decline coincided with cuts to teaching assistants and specialist teachers, exacerbating the challenges for disabled students.
The government emphasizes that these reforms are not merely cost-saving measures, but media coverage often focuses on spiraling expenses, such as the £2bn annually paid to private schools for teaching disabled pupils and projected £3.4bn for transport costs by 2030-31. Critics argue that the private sector profits without improving outcomes, while some political voices, like Reform UK's Richard Tice, have downplayed disabilities by suggesting overdiagnosis of conditions like ADHD and autism.
The Value of Inclusion Beyond Financial Metrics
Education Secretary Bridget Phillipson notes that inclusion enriches both disabled and non-disabled children, fostering mutual understanding and shared experiences. This social value, though intangible on Treasury spreadsheets, is crucial for building a cohesive society. As Ryan points out, growing up alongside disabled peers can challenge stereotypes and promote empathy, making it harder to justify depriving disabled children of equal education.
Progress in disability rights, driven by laws, activists, and public funding, has enabled tangible improvements, such as installing lifts and hiring assistants in schools. However, with potential political shifts, such as a Reform government, this hard-won progress remains vulnerable. The core question persists: are disabled children seen as problems to be erased or as valuable members of society to be included?
Labour's Send reforms represent a high-stakes experiment in prioritizing inclusion over exclusion, urging society to recognize the inherent worth of every child, regardless of ability.
