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Rights-Based Priorities for Children with SEND in the Post-COVID-19 Era: A Multi-Method, Multi-Phased,

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Summary
This summary is machine-generated.

Children with special educational needs and disabilities (SEND) face systemic inequities exacerbated by COVID-19. This study developed evidence-informed priorities for policy and practice to ensure children with SEND receive their entitled support.

Keywords:
COVID-19children’s rightseducationhealth and social carespecial educational needs and disabilities

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Area of Science:

  • Public Health
  • Child Development
  • Social Policy

Background:

  • Pre-existing inequities and underfunding in education, health, and social care for children with special educational needs and disabilities (SEND) in England.
  • COVID-19 pandemic intensified challenges, disrupting services and infringing on the rights of children with SEND.

Purpose of the Study:

  • To collaboratively develop evidence-informed priorities for policy and practice for children with SEND.
  • To address longstanding disparities and respond to pandemic-intensified challenges.
  • To ensure children with SEND receive their entitled support through structural reform.

Main Methods:

  • A three-phase consensus-building approach involving 1353 participants across five stakeholder groups.
  • Online surveys with 55 children with SEND, 893 parents/carers, and 307 professionals.
  • Semi-structured interviews and activity-based group workshops for deeper exploration and refinement of priorities.

Main Results:

  • Identification of key priorities for pandemic response and longer-term recovery for children with SEND.
  • Priorities align with the United Nations Convention on the Rights of the Child (1989).
  • Key areas include rights to play, socialise, community, mental health support, safe and inclusive schooling, access to health/social care, and family support.

Conclusions:

  • Central Government and statutory services must address the needs of children with SEND.
  • Urgent structural reform is needed to ensure consistent and equitable support for children with SEND.
  • Priorities emphasize the routine provision of support, not just during crises.