Disrupting SEND For Lasting Change

Disruptors are needed when unsafe and unhealthy practices become accepted and normalised within societies or specific systems like education. In particular, the education of children with Special Educational Needs and Disabilities (SEND) has been long overdue for meaningful disruption.

A Historical Perspective and Modern-Day Disruption

Let’s examine SEND classification, discourse, and perceptions. While significant strides have been made in recent times to acknowledge, assist, and celebrate individuals within the SEND community globally, the journey toward meaningful progress has been slow.

Historically, children with special needs were often segregated and excluded from mainstream education, with limited support or recognition of their potential. Before the Education Act of 1981, many children with SEND were placed in separate institutions, isolating them from the broader education system and society. This practice reinforced the prevailing belief that disabilities should be managed in isolation, rather than integrated into the mainstream.

The Warnock Report of 1978 played a critical role in challenging these perceptions by advocating for more inclusive policies. However, while it set the foundation for change, real progress has taken decades to unfold. Even with the introduction of the Children and Families Act of 2014, which aimed to enhance support for SEND students, many argue that the current systems—such as Education, Health, and Care (EHC) Plans—remain inadequate. These systems often fall short of delivering the tailored support that SEND students require, highlighting the need for continued disruption in how we approach SEND education.

The Education Act of 1981 was a turning point in integrating more children with special educational needs into mainstream schools. Yet, the existing frameworks—such as EHC Plans and Individual Learning Plans—are still criticised for being insufficiently tailored to individual needs.

Modern disruptors continue to advocate for more meaningful and inclusive reforms. Movements such as #NothingAboutUsWithoutUs actively challenge outdated norms, striving for better representation and greater opportunities for people with disabilities. Despite these efforts, many students still face significant barriers in education, underscoring the necessity for continued disruption and advocacy in this space.

Disruptors in Disability Rights and Education

Disruptors are people like Martin Luther King, John Stuart Mill, Nelson Mandela, the suffragettes. They’re the ones who say, "Yes, this is condoned by modern standards, but it shouldn't be, and this is why." Disruptors are the individuals who challenge the status quo.

In the context of disability rights, figures like Ed Roberts, a pioneer of the disability rights movement in the US, and Temple Grandin, an advocate for autism awareness, have played crucial roles in disrupting outdated perceptions of disability. Ed Roberts fought to make education and public spaces accessible for people with disabilities, while Temple Grandin has transformed how the world views autism and neurodiversity.

These disruptors challenged societal norms and demanded equal opportunities for people with disabilities, paving the way for a more inclusive world. In the SEND space, their work reminds us that meaningful change comes from questioning accepted practices and advocating for the rights of those often overlooked by the system.

Challenging Accepted Practices in Education

We often accept outdated or flawed practices simply because they’ve been endorsed by powerful institutions. In the context of education, this can be seen in the historical exclusion of SEND students from mainstream schooling. For years, the widely accepted belief was that children with additional needs were better suited to specialised institutions, with little consideration for their right to inclusive education. This exclusion was based on misinformation and a lack of understanding about disabilities, much like outdated health practices that have persisted due to institutional approval.

Just as disruptors in health have questioned outdated practices, advocates in education have challenged these norms, arguing that students with SEND should have equal access to quality education. These disruptors force us to re-evaluate accepted truths and push for a more inclusive and equitable system that genuinely meets the needs of all students.

Just as outdated medical practices persisted based on legacy data, many of today’s educational policies for SEND students are rooted in approaches that are no longer fit for purpose. For example, while Education, Health, and Care (EHC) Plans are intended to offer tailored support, their implementation is often hampered by bureaucratic delays and insufficient funding. These delays mean that even when a student qualifies for support, it may take months, or even years, for the necessary resources to be provided. 

Similarly, Accessibility Plans—meant to ensure that schools remove barriers to learning and participation—are frequently overlooked or inconsistently implemented. Schools are legally required to have these plans in place, but reports show that many do not adhere to them rigorously, leaving students without the accommodations they need. This lack of enforcement mirrors how older, insufficient practices are maintained by powerful institutions, even when evidence shows a clear need for change.

The result is a system that, despite well-intentioned policies, fails to deliver for many SEND students, perpetuating inequalities and delaying the progress that should have been made years ago. Disruptors are still needed to push for meaningful reform and ensure that these policies are not just words on paper but truly improve the educational experience for every child.

The Role of Disruptors in Creating Lasting Change

Disruptors are essential, but it’s important that the changes they spark go beyond surface-level ripples. True disruption should lead to lasting, systemic transformation, especially within the education system. When it comes to SEND, we can’t settle for small adjustments or token gestures. We need to push for comprehensive reform that genuinely meets the needs of all students, not just those who fit into the traditional system.

What can you do? Start by advocating for SEND policies that promote inclusive education. Support organisations that work to elevate the voices of those with additional needs, and challenge your local school systems to ensure they are fully inclusive. Consider how current policies and processes can be improved to provide more meaningful support for SEND students, rather than just ticking boxes.

If you’re a parent or guardian, you can begin by reviewing your local school’s Accessibility Plan to ensure it meets your child’s needs. Advocate for more funding and accountability at both school and government levels to ensure the promises made in EHC Plans are fulfilled. If you’re an educator or policymaker, consider how you can push for reforms that are not just theoretical but have real impact on the ground.

Let’s challenge the outdated systems together, and ensure that every child, regardless of their abilities, has access to the support and resources they need to thrive.

Lasting change comes when we keep the pressure on and continue to challenge the status quo. Let's be disruptors, but let’s make sure that our disruption creates lasting, impactful, and positive change for future generations of young people and adults alike.

Let's Collaborate!

To learn more about how you can get involved, or to find out how LifeLit is driving lasting, positive change in the education of SEND students, feel free to connect with us. Join us as we work together in disrupting SEND for lasting change.

We’d love to hear from you! You can reach us at info@lifelit.co.uk for more information on how you can support, collaborate, or stay updated with our mission to make education more inclusive for everyone.