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Specific Learning Difficulties: Disparities in Identification.

Johny Daniel1, Julian Elliott1, Peter Tymms1

  • 1Durham University, UK.

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Summary
This summary is machine-generated.

Disparities exist in identifying specific learning difficulties (SpLD) in England. Students with English as an additional language (EAL) and girls are less likely to be identified, indicating inequitable access to support.

Keywords:
English as an additional language learnergenderidentificationlearning disabilitiesschool effectssocioeconomic statusspecific learning difficulties

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Area of Science:

  • Educational Psychology
  • Public Health
  • Sociology of Education

Background:

  • Specific Learning Difficulties (SpLD) identification is crucial for student support.
  • Existing research suggests potential disparities in SpLD identification.
  • Understanding these disparities is key to ensuring equitable educational opportunities.

Purpose of the Study:

  • To investigate disparities in the identification of SpLD among Year 6 students in England.
  • To examine student-level and school-level factors influencing SpLD identification.
  • To identify systemic and contextual factors affecting equitable access to SpLD assessment.

Main Methods:

  • Multilevel logistic regression models were applied to National Pupil Database records.
  • Data included approximately 540,000 Year 6 students across 14,800 schools.
  • Student and school-level predictors such as academic performance, EAL status, gender, and deprivation were analyzed.

Main Results:

  • Substantial variation in SpLD identification rates between schools was observed.
  • Students with English as an additional language (EAL) had significantly lower odds of SpLD identification.
  • Female students and students in schools with higher average deprivation also showed reduced identification odds.

Conclusions:

  • Systemic and contextual factors significantly shape SpLD identification.
  • Inequities in SpLD identification may limit access to necessary assessments and support.
  • Further research and policy interventions are needed to ensure equitable identification and support for all learners.