Children in England experience huge variations in having their special educational needs identified depending on school type, background and levels of absence, according to research by the Education Policy Institute (EPI).
Parents have long known that access to support for children with special educational needs and disabilities (Send) is a lottery, but the EPI report identifies for the first time particular groups it says are at greater risk of missing out.
It found pupils attending academies – rather than schools maintained by local authorities – or those living in heavily ...
[Short citation of 8% of the original article]