Abstract This paper critically examines social inclusion for learners with profound and multiple learning disabilities, arguing that models of educational inclusion inadequately capture their lived experiences. Drawing on theory, policy and professional reflection within a UK special school context, the paper advances belonging as an alternative framework, emphasising relational pedagogy, process‐based curricula and the structural conditions necessary to support meaningful social participation across the life course.
Abstract This paper explores the critical role of teacher–student relationships in supporting learners with dyslexia, with a particular focus on mathematics. Through a mixed‐methods approach, the research included 10 participants aged 10 to 50+, each engaged in 35 one‐to‐one mathematics lessons. The research investigated how relational dynamics influence self‐belief, mindset and academic engagement. Data from pre/post exam papers, Q‐sort, interviews, drawings and reflective journals showed the damaging impact of negative teacher interactions. Ridicule, indifference or denial of dyslexia can reinforce fixed mindsets, heightened maths anxiety and reduced self‐efficacy. Conversely, positive relationships built on empathy, encouragement and trust enabled learners to reframe their self‐perceptions, develop resilience and achieve measurable gains in mathematical understanding. The findings showed that effective teaching for students with dyslexia extends far beyond content delivery. It relies on relationships that build emotional safety, show belief in students' potential and challenge negative viewpoints. It also demonstrated how the most powerful driver of success was not a specialist intervention or resource, but the quality of the teacher–student relationship. When teachers combine strong subject knowledge with empathy and belief in the student, they enable students to reframe dyslexia. This changes dyslexia from a perceived weakness into a source of resilience and strength.
Abstract Early identification and intervention for children with special educational needs (SEN) are vital for their educational success and development. This study explores the experiences of teachers and parents about early identification and intervention for children with SEN in the Cape Coast Metropolis using a qualitative approach. Findings reveal challenges such as limited access to assessment centres, financial constraints and insufficient teacher training, while opportunities include teacher observation techniques, parental awareness and community engagement. Additionally, inadequate resources, placement difficulties and limited training hinder early intervention; yet individualised learning support and collaboration offer solutions. The study highlights the need for increased investment in assessment centres, teacher training and policy reforms while emphasising the importance of collaboration among educators, healthcare professionals and policymakers for inclusive education.
Abstract The relationship between Special Educational Needs and Disabilities (SEND) case officers and parents/carers is central to the effective implementation of inclusive education policy, yet it is often characterised by tension, mistrust and conflicting expectations. By critically reflecting on whether SEND case officers and parents/carers function as allies working towards shared outcomes for children and young people, or as adversaries positioned within structurally oppositional roles, we can begin to address the areas of tension. Drawing on practitioner reflection, policy analysis and existing literature on collaborative practice, power dynamics and advocacy within statutory assessment processes, we can explore how systemic pressures, such as resource constraints, legislative frameworks and accountability measures, shape interactions and perceptions on both sides. This critical discussion highlights the tensions illustrated in the literature and uses theoretical frameworks as a useful lens to understand the SEND case officer role. Reframing the relationship from compliance‐driven negotiation to co‐produced partnership is essential for improving outcomes for children and young people with SEND, particularly considering the Schools White Paper (2026) and the associated SEND reforms. This decade‐long implementation process requires careful consideration of the role that SEND case officers play, and how they interact with parents/carers during the process.
SEND Champions play an increasingly important role in supporting inclusive practice by acting as intermediaries between policy, professional learning and classroom implementation. While much research has explored inclusive pedagogy and teacher professional development, limited attention has been given to the specific experiences and support needs of SEND Champions, particularly within international and decentralised educational contexts. This practitioner research study explores how SEND Champions can be better supported in their roles and professional development in order to strengthen inclusive practice for learners with Special Educational Needs and Disabilities (SEND). Using a mixed-methods survey distributed across an international SEND network, the study investigates their role demands, professional development experiences and the types of support most frequently sought by teachers. Findings indicate that SEND Champions face challenges related to time allocation, confidence in supporting neurodivergent learners and inconsistent systems for recording and reviewing SEND support. The study highlights the value of structured professional development and focused Communities of Practice (CoPs) as mechanisms for building confidence, consistency and a shared understanding across diverse educational settings. The article concludes by discussing implications for schools, leaders and SEND networks, emphasising the importance of role clarity, practical professional learning and collaborative structures to support SEND Champions as agents of inclusive change.
