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Summary

This evidence submission to the UK Parliament’s Solving the SEND Crisis inquiry highlights how mainstream schools can better support children and young people with Special Educational Needs and Disabilities (SEND). Drawing on research into resourced provision (RP), it argues that RPs should be developed as inclusive services integrated with mainstream classrooms rather than as separate spaces. A co-designed toolkit with parents, staff, and students demonstrates practical ways schools can strengthen inclusion, collaboration with professionals and families, and staff learning.

The submission also emphasises the importance of differentiated instruction, supported by emerging tools such as generative AI, to adapt learning to students’ needs without defaulting to ability grouping. It calls on the Department for Education to expand RPs, clarify policy on curriculum modifications, invest in teacher training and research, and embed health and social care professionals directly in schools. These steps would improve educational outcomes and reduce barriers to opportunity for all children with SEND.

Authors

Dr Vasilis Strogilos, Associate Professor, School of Education, University of Southampton.

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