An international analysis of SEND policy and practice: ScopeSEND

This project will examine and compare policies regulating provision for Special Educational Needs and Disabilities (SEND) in the four countries of the UK and five other jurisdictions: the Republic of Ireland, Australia, Switzerland, Belgium and Finland.

Since the project began we have agreed a partnership with CES (Centre for Education Systems). This partnership means we are extending the policy analysis aspect to eight additional jurisdictions: Ontario, New Zealand, Singapore, Japan, France, Poland, Estonia and Netherlands.

Why this project is important

Some international bodies provide cross-country comparisons of SEND provision, but these are mostly descriptive accounts. This study will add to the existing evidence by:

• Providing up-to-date information on international policy, which has undergone significant changes in some countries in the past few years.
• Highlighting what works for different people in different contexts.
• Seeking to identify common denominators of good practice.

What the research will involve

The four key research questions are:

• How do the nine countries compare in terms of their SEND policies, including in regard to: definitions and eligibility benchmarks; coverage in the primary and secondary phases; sector involvement (education, health, social care); provision routes and pathways; access arrangements and modifications; assessment; financing; and workforce training and preparedness?
• How are the different policies reflected in SEND outcomes within each country?
• How do stakeholders’ perceptions of the success of their SEND systems compare across the countries?
• To what extent may perceived elements of best practice in SEND policy and implementation be context-specific versus applicable across countries?

The five non-UK jurisdictions were selected using an algorithmic decision-tree made up of SEND indicators present in OECD and UNESCO reports and datasets. Documentary and text analysis methods will be used to analyse the policies and how they translate into provision, practice and outcomes. The views of educational practitioners, parents/caregivers and young people with SEND will then be explored through extensive qualitative interviews. The core research team will collaborate with academic partners based in each country to ensure a thorough understanding of the local context and recruit an appropriately diverse sample of interviewees.

How the research will make a difference 

The primary aim of the research is to influence change in SEND policy in England, at a time when the new government is reviewing the 2023 SEND and alternative provision improvement plan. The findings will also be widely disseminated to SEND practitioners, schools, local authorities, and other interested people and organisations.