Blog by Dr. Chris Jenkins, Senior Policy Officer, Equality Commission NI






 

The Department of Education’s recently published SEN Reform Agenda and Five-Year Delivery Plan has the potential to transform education for children and young people with Special Educational Needs and Disabilities (SEND) in Northern Ireland. But if this potential is to be realised, we must ensure the plan takes a child-centred and child-rights approach, is resourced appropriately, and that it meets the needs of children with SEND from across the equality groups.

The Equality Commission for Northern Ireland (ECNI), alongside the Northern Ireland Commissioner for Children and Young People (NICCY), has been engaging with stakeholders to understand what is needed to improve the educational experience for children and young people with SEND. A recent stakeholder event, attended by over 40 participants, helped identify clear actions that must be taken to ensure the Reform Agenda and Delivery Plan improves outcomes and reduces inequalities.

Reform must address the needs of children with SEND across the equality groups

A key message from stakeholders was that the SEN reforms must centre on children’s rights. Too often, children with SEND and their families encounter delays in assessment, lack of support, and unclear information. These challenges are even more pronounced for children from different equality groups, including newcomer children, Traveller children, and children on free school meals. Children with SEND have different needs, challenges, experiences, and identities, and therefore require different and appropriate solutions.

For implementation to be effective, it must adopt a child-centred and child-rights compliant approach. This includes listening to the voices of children and their families and recognising that SEND reform cannot be one-size-fits-all. The Department must ensure the Plan works for all children, with specific, tailored actions to tackle different barriers.

Define what inclusion means

There is a pressing need to define what inclusion looks like, and how it will be measured. Many participants voiced concern that inclusion is often referenced without clear commitments or accountability. The expansion of Specialist Provision in Mainstream Schools (SPiMs), for example, has sometimes been seen as an expedient solution to placement shortages rather than a step towards meaningful inclusion. To ensure SPiMs work effectively, they must be properly resourced, embedded within school communities, and focused on holistic development.

Outcomes, Targets, and Accountability

While the Delivery Plan outlines 148 actions, stakeholders were united in calling for more clarity on outcomes, targets, and accountability mechanisms. Without these, it will be impossible to measure whether reforms are having a positive impact.

Participants urged the Department of Education to:

 

• provide meaningful engagement opportunities and clarity on the governance and oversight mechanisms to ensure progress of the Plan.
• publish the equality screening and impact assessment of the Delivery Plan.
• ensure annual progress reports are published.

Resourcing and Training

The feasibility of the Plan remains a significant concern. Education professionals who participated in recent stakeholder events highlighted that they need proper support to meet the needs of children with SEND. While the inclusion of mandatory accredited training on SEND within the Delivery Plan is welcome, this alone is not enough. Stakeholders called for:

 

• Continuous professional development
• A focus on multidisciplinary approaches
• Investment in early intervention services

Crucially, support for teachers must also include building capacity to address the specific needs of children across all equality groups, including those with language barriers.

A System That Works for Families

Above all, implementation must be co-designed with those it is meant to serve. Parents repeatedly shared feelings of being disempowered, being left out of decision-making, and feeling unsupported, even when their children are in crisis. A truly inclusive education system must be built with families, not without them.

As highlighted in our recent stakeholder event, delivering the SEN Reform Agenda will require strong leadership, cross-sector collaboration, and most importantly, a commitment to act now. Children and young people with SEND cannot wait any longer for the support they need and deserve.

Read the event report

Click on links below to listen to the views of those who attended on the day

Dr Chris Jenkins - Senior Policy Officer, Equality Commission NI

Chris Quinn - NI Commissioner for Children and Young People
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Ema Cubitt - Independent Autism Reviewer for Northern Ireland