Across the UK, thousands of children with special educational needs and disabilities (SEND) — from dyslexia to autism — spend their school days supported not by specialist educators but by teaching assistants.
While these assistants work tirelessly, experts warn they are not adequately trained to deliver the targeted instruction these children require. The outcome is troubling: despite recognition of their needs, many pupils continue to fall further behind academically.
As the government prepares to unveil a long-awaited reform of SEND education in England later this year, campaigners argue that unless specialist teaching becomes a core part of mainstream schooling, promises of inclusion will remain hollow.
The Reality in UK Classrooms
Most pupils identified with special educational needs spend the majority of their time with teaching assistants rather than qualified specialist teachers.
While teaching assistants play a vital role in supporting day-to-day learning, they lack the deep pedagogical expertise needed to address complex language, literacy, and behavioural challenges.
This gap leaves children struggling despite early diagnosis. Many parents express frustration that their child’s needs are “recognised on paper but not met in practice.”
The Growing Learning Gap
The academic disparity between SEND pupils and their peers is stark.
By the end of primary school:
- Children with SEND are nearly two years behind in writing,
- One and a half years behind in reading, and
- Roughly the same in mathematics.
Experts stress these outcomes are not inevitable — they are symptoms of a system under strain, where support is fragmented and underfunded.
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Without timely, specialist intervention, these early academic gaps can widen through secondary school, affecting confidence, independence, and later employability.
Government’s Upcoming SEND Reform Plan
The UK government is set to release new policy proposals later this year, aiming to strengthen inclusion and improve special educational needs provision across mainstream schools.
Officials say the plan will prioritize inclusive education — meaning children with additional needs will be educated alongside their peers wherever possible.
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But inclusion without proper expertise, experts warn, risks becoming “tokenistic”. Simply placing SEND pupils in mainstream classrooms does not ensure meaningful participation or progress unless specialist teachers are available to adapt lessons and guide support staff effectively.
Why Inclusion Alone Isn’t Enough
Parents and advocacy groups have long supported the principle of inclusion — believing children should learn together regardless of ability.
However, inclusion without specialist teaching often results in frustration for families, teachers, and pupils alike.
“True inclusion doesn’t mean being in the same room — it means being able to learn,” say education experts.
Without teachers trained in language development, literacy interventions, and behavioural support, inclusion risks being reduced to symbolism rather than substance.
Funding Flaws and Outsourcing Dependency
A major concern in the current SEND system is the misallocation of funding.
Rather than investing directly in school-based specialists, funds are often tied up in outsourced services, private assessments, or legal tribunals.
Families who can afford private routes — or who pursue tribunal cases — often succeed in securing external placements or private support. But this creates an unequal system, where only a small number of pupils receive advanced help, while thousands with equally severe needs are left without consistent support.
This overreliance on outsourcing not only strains families but also drains public resources.
The High Cost of Outsourcing SEND Support
Outsourced support and independent placements are expensive, diverting millions from local schools.
Government funds that could be used to train in-house specialists or improve mainstream provision are instead absorbed by one-off external interventions.
Education analysts argue that this model is financially unsustainable.
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“Public resources are concentrated on the few, rather than being spread to benefit the many,” one education expert noted.
A rebalanced system, they argue, would embed expertise within schools, ensuring every child — regardless of postcode or parental means — can access the help they need.
Building Specialist Expertise Within Schools
A more effective approach treats specialisation and inclusion as complementary, not opposing goals.
Specialist teachers bring in-depth knowledge of developmental disorders, literacy challenges, and behavioural interventions.
Mainstream teachers, meanwhile, provide the shared learning environment where inclusion becomes real.
By combining these strengths, schools can ensure that SEND pupils benefit from both personalized instruction and peer interaction — the true foundation of inclusive education.
What Experts Recommend for Meaningful Reform
If the government is serious about meaningful SEND reform, experts and advocacy groups are calling for several key measures:
- Expand specialist teacher training programmes.
Establish government-funded pathways to train and deploy more special education teachers in every region. - Guarantee access to specialist staff in every mainstream school.
Each primary and secondary school should have at least one qualified SEND specialist available to support pupils and train colleagues. - Make SEND training mandatory for all teachers.
Every teacher, regardless of subject, should have core training in special educational needs to recognize signs early and adapt lessons accordingly. - Reallocate funding.
Prioritize in-school provision over outsourcing to external services and legal processes. - Set enforceable rights for pupils.
Families should have clear entitlements to specialist support, not just vague promises of inclusion.
The Human Cost of an Under-Resourced System
Behind the policy debate are real families navigating an exhausting system.
Many parents describe years-long battles for support, frequent assessments, and inconsistent care.
Children who fall behind often experience low confidence, anxiety, and disengagement from learning, compounding the educational disadvantage they already face.
For educators, the lack of specialist training leaves them struggling to balance classroom demands with the unique needs of SEND pupils — creating stress and burnout across the profession.
Why Early Intervention Matters Most
Experts emphasize that early identification and intervention can change everything.
When needs are recognized and supported early — ideally in primary school — outcomes improve dramatically.
Children build stronger literacy and communication skills, require fewer intensive interventions later, and develop a more positive attitude toward learning.
But this is only possible when schools have qualified staff able to identify developmental patterns and act promptly.
A System at a Crossroads
The UK’s SEND system faces a defining moment.
With rising diagnosis rates and growing parental demand, the pressure to deliver meaningful reform is immense.
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This autumn, the government’s policy decisions could shape the future of hundreds of thousands of children — determining whether inclusion becomes a reality or remains a rhetorical goal.
“We cannot expect children to thrive without the specialist teachers they urgently need,” experts warn.
True reform will require investment, accountability, and a fundamental belief that every child — regardless of ability — deserves high-quality teaching tailored to their needs.
Frequently Asked Questions (FAQs)
Q1: Why are specialist teachers important for SEND pupils?
Specialist teachers possess advanced training to understand learning difficulties and disabilities, enabling them to adapt teaching methods and provide targeted support that general educators cannot always deliver.
Q2: Why are teaching assistants not enough to support SEND pupils?
While teaching assistants offer valuable classroom help, they lack specialist training to design and implement learning strategies required for children with complex needs like autism, ADHD, or dyslexia.
Q3: What are the main shortcomings of the current SEND system?
The system relies heavily on outsourcing and legal processes, diverting funds from local schools and leaving many pupils without consistent, specialist-led support.
Q4: What reforms are being proposed by experts?
Experts urge the government to expand specialist teacher training, mandate SEND education for all teachers, and ensure that every school has access to qualified professionals on-site.
Q5: How will these reforms benefit students and families?
Embedding specialist expertise in schools will improve learning outcomes, reduce delays in support, ease parental stress, and create a more equitable education system for children with additional needs.
