The recent reforms to SEN will no doubt curtail well-documented abuses of the system by both students and teachers. However, despite the necessity of these amends, by placing an increased focus on severe SEN cases we run the risk of alienating those with mild or moderate conditions, which may be no less genuine.
It is important that we remain conscious of these less severe cases and the incorporation of appropriate assistive technology can be one of the most successful approaches when it comes to helping these students.
It is estimated that four per cent of the UK is living with severe dyslexia, but a further six per cent has mild to moderate problems. Despite accounting for approximately one in 10 children – that is two to three students in an average UK classroom – sufferers could be left behind by these new reforms. With this in mind, it is essential that teachers begin to adopt proactive measures that support these particular students.
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