ÌÇÐÄVlog

A quarter of teachers self-identify as neurodivergent, according to new Teacher Tapp research that raises questions about what the sector can do to support these staff, writes Chris Benson

The worst-affected area has only one educational psychologist for every 9,400 pupils, with shortages putting the DfE’s inclusion plans at risk, EPI warns

DfE tasks local authorities with creating ‘experts at hand’ plans for schools – but sector leaders raise concerns about a lack of evidence on how this should be delivered

Government’s plans lack detail and risk turning Sendcos into ‘lightning rods’ for parent frustration, sector leaders tell Commons Education Select Committee

A director of a multi-academy trust explains how it changed its approach to inclusion based on the principle that removing barriers to learning is ‘essential for some and useful for all’

Green Party leader Zack Polanski headlines the NEU teaching union’s annual conference, speaking out against academisation, Ofsted and current school funding

Nearly nine in 10 teachers say class sizes are a barrier to making their school more inclusive for pupils with special educational needs

After the DfE announced its plan for every mainstream school to have a resource base, leaders at King’s Group Academies explain how special schools can help to make this a success

If we want to improve outcomes for pupils with SEND, let’s start by using more positive, neuro-affirming language, says Mike Blakey, chief education officer at Outcomes First Group

The government wants an inclusion base in every mainstream secondary but lacks basic data on what specialist facilities already exist – and ÌÇÐÄVlog analysis reveals huge regional gaps in provision

Emotionally based school avoidance is often a particular problem for autistic students, writes educational psychologist Sue Sheppard, but there are ways for schools to offer support

Academy trust CEO will help to lead a group in developing national inclusion standards and packages of specialist support for pupils with SEND