Justice-involved children with Special Educational Needs: what are the implications for access to identification and support through an Education, Health and Care Plan? A thought-piece.

Middleton, Tristan ORCID: https://orcid.org/0000-0001-8111-3856 (2025) Justice-involved children with Special Educational Needs: what are the implications for access to identification and support through an Education, Health and Care Plan? A thought-piece. Social Sciences: Childhood and Youth Studies. doi:2076-0760/14/5/273 (In Press)

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Abstract

This thought piece exposes the gap in the operationalised support in England for young people within the justice system who have Special Educational Needs. It exposes inequity within the system which serves to create barriers for justice-involved young people, who are likely to already be disengaged from education, in accessing appropriate provision. It presents gaps in key educational advice and practice relating to the access to Education, Health and Care Plans as a route to support for justice-involved young people, identifying a negative bias for this group of children who are already marginalised. Within the context of an English Special Educational Needs system which is widely recognised as broken, and an ongoing parliamentary consultation into ways to improve the situation, this piece suggests key changes to reduce the inequitable access to special education provision for young people accommodated in the secure estate. These suggestions make a contribution to the agenda of English politicians and the Department of Education.

Item Type:	Article
Article Type:	Article
Subjects:	H Social Sciences > HV Social pathology. Social and public welfare. Criminology. L Education > LC Special aspects of education
Divisions:	Schools and Research Institutes > School of Education and Science
Depositing User:	Tristan Middleton
Date Deposited:	29 Apr 2025 13:19
Last Modified:	29 Apr 2025 13:30
URI:	https://eprints.glos.ac.uk/id/eprint/15001

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