Tag: special-education

SEN Policies in the UK, US, and Thailand

The journey of Special Educational Needs (SEN) has evolved significantly in recent decades, shaped by social change, shifting policies, and an increasing recognition of the importance of inclusion. This post looks at how the UK, Thailand, and the U.S. approach SEN, highlighting key developments, current challenges, and the role of advocacy in driving change.

  1. A Brief History of SEN in the UK
  2. Current Challenges in the UK
  3. SEN Approaches in Thailand
  4. Current Challenges in Thailand
  5. SEN Approaches in the United States
  6. Current Challenges in the U.S.
  7. Comparing SEN Approaches: Key Differences and Similarities
  8. The Future of SEN: Moving Towards Greater Inclusion
  9. Comparison of Disabled Population and Education Access
  10. Percentage of Disabled Children in Education
  11. Advocacy
A Brief History of SEN in the UK

Early History: Pre-1900s to 1940s

Historically, children with disabilities in the UK were excluded from education, often placed in institutions with minimal educational opportunities.

  • Pre-1900s: Limited support for children with SEN, who were largely considered “uneducable.”
  • 1900s to 1940s: Special schools emerged, but children with disabilities were still segregated from mainstream education.

Shifting Towards Inclusion: 1970s to 1990s

The 1970s marked a turning point for inclusive education.

  • Education (Handicapped Children) Act 1970: This Act began allowing for more integration of children with disabilities into mainstream schools.
  • Disability Discrimination Act 1995: This Act made it illegal to discriminate against disabled individuals in various areas, including education.

The 2000s and Beyond: Personalised Support and EHC Plans

The introduction of Education, Health, and Care (EHC) Plans in 2014 marked a more personalised approach to SEN, ensuring tailored support for each child.

  • Education, Health, and Care (EHC) Plans: These plans offer coordinated support across education, health, and social care, emphasising the need for inclusion and individualised resources.
  • Neurodiversity Movement: Growing recognition of autism and ADHD has changed the way SEN is perceived.
Current Challenges in the UK

Despite advancements, challenges persist:

  • Funding Shortages: In 2020, nearly 30% of local authorities in England reported insufficient funding for SEN services, impacting support for children with complex needs.
  • Teacher Training: A 2019 study found that 44% of teachers feel unprepared to support students with SEN effectively.
SEN Approaches in Thailand

Developing Inclusive Education: 1990s to Present

Thailand’s journey towards inclusive education has been slower but steady.

  • Special Education Act 1999: Marked the beginning of Thailand’s efforts to create a more inclusive education system.
  • Barriers to Implementation: Despite these policies, children with disabilities often still attend separate schools due to resource constraints, and training for teachers is limited.
Current Challenges in Thailand
  • Resource Limitations: A lack of trained staff and resources hinders the implementation of inclusive education.
  • Cultural Attitudes: Disabilities are often viewed through a charity lens, and stigma remains a challenge in broader societal acceptance.
SEN Approaches in the United States

Legislative Milestones: IDEA and ADA

The U.S. has had robust legislation supporting children with SEN since the 1970s.

  • IDEA (Individuals with Disabilities Education Act, 1975): Guarantees free appropriate public education (FAPE) for students with disabilities.
  • ADA (Americans with Disabilities Act, 1990): Prohibits discrimination against individuals with disabilities in all public spaces, including education.
Current Challenges in the U.S.
  • Underfunding: Despite strong laws, special education in the U.S. is often underfunded. A 2020 study found that 60% of public schools report that they lack sufficient funding for special education services.
  • Disparities Between States: There are significant variations in how states implement IDEA, with some states offering better resources and services than others.
Comparing SEN Approaches: Key Differences and Similarities

Legal Frameworks

  • Comparing SEN Approaches: Key Differences and Similarities
  • Legal Frameworks
  • UK: The Children and Families Act 2014 introduced EHC Plans, which provide personalised support.
  • Thailand: The Special Education Act 1999 aimed to promote inclusive education but faces challenges with implementation.
  • U.S.: IDEA and ADA ensure access to education, but implementation varies across states due to funding and resource disparities.

Inclusion and Integration

  • UK: Strong focus on integrating children into mainstream schools, though underfunding is a significant hurdle.
  • Thailand: Inclusion is progressing but remains inconsistent, with many children still in segregated schools.
  • U.S.: Legal requirements ensure inclusion in mainstream schools, but funding issues and state-level disparities affect the quality of support.

Cultural Attitudes

  • UK: Over time, attitudes have shifted from exclusion to a focus on inclusion and empowerment.
  • Thailand: Disability is still often viewed through a charity lens, but attitudes are slowly changing.
  • U.S.: A rights-based approach, largely driven by advocacy groups, has shaped attitudes towards disability.

Current Challenges

  • UK: Funding shortages, teacher training, and resources remain barriers.
  • Thailand: Limited resources, teacher training, and societal stigma hinder full inclusion.
  • U.S.: Underfunding and disparities in implementation across states are ongoing issues.
The Future of SEN: Moving Towards Greater Inclusion

As we look to the future, the emphasis on inclusive education, personalised support, and neurodiversity will continue to grow. However, challenges such as underfunding, resource allocation, and staff training must be addressed.

  • UK: There is an ongoing need for better funding and training to fully implement the vision of inclusive education.
  • Thailand: Further investment in teacher training and support services is critical for inclusive education to succeed.
  • U.S.: Ensuring consistent implementation of IDEA across states and increasing funding will be key to meeting the needs of all students with SEN.
Comparison of Disabled Population and Education Access

Population of Disabled People

  • UK: Around 15% of the population has a disability (Office for National Statistics, 2019).
  • Thailand: Thailand: Approximately 4.8% of the entire population has a disability (National Statistical Office of Thailand, 2019).
  • U.S.: Over 12% of the population has a disability (CDC, 2020).
Percentage of Disabled Children in Education
  • UK: Around 90% of disabled children are educated in mainstream schools, but challenges remain in ensuring appropriate support. (Department for Education, 2020)
  • Thailand: About 40% of disabled children attend special schools, with limited access to inclusive education due to resource constraints. (UNICEF, 2021)
  • U.S.: 95% of children with disabilities are educated in public schools under IDEA, but disparities in the quality of support persist. (U.S. Department of Education, 2020)

The Future of SEN: Moving Towards Greater Inclusion

  • UK: Increased funding and teacher training are needed to realise the full potential of inclusive education.
  • Thailand: More investment in teacher training and resources is crucial for progress.
  • U.S.: Ensuring consistent implementation of IDEA across states and increasing funding will be key.
Advocacy

Advocacy groups, such as the National Autistic Society in the UK, Thailand’s National Council on Disability, and the American Association of People with Disabilities, continue to play an essential role in pushing for these changes. For families, educators, and policymakers alike, the ongoing dialogue and action around SEN will shape the future of education for children with disabilities.