Redburn, James; (2022) Disproportionality in special educational needs referrals. Assessment and Development Matters , 14 (3) pp. 25-29. 10.53841/bpsadm.2022.14.3.25.

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Abstract

The process of identifying, referring, and assessing children who may have special educational needs (SEN) is complex. Legislation and professional codes dictate that SEN referrals should be managed equitably, with resources allocated on the basis of need (British Psychological Society, 2017; Department for Education, 2015). The term ‘disproportionality’ refers to over- and under-representation of demographic groups (Frederickson & Cline, 2015; Oswald et al., 1999). The starkest example of disproportionality in SEN research and practice is biological sex. Fifty years of research has consistently reported that around 2/3 to 3/4 of children referred for SEN support are male (Rutter et al., 1970; Vardill & Calvert, 2000). In 2020/21, males accounted for 73.1% of pupils in England with Education, Health, and Care Plans (EHCPs), the most resource-intensive form of SEN support (Department for Education, 2020). Two key questions arise around why such stark disproportionality exists and whether it can be justified. This article will consider a range of possibilities through the lens of Bronfenbrenner’s ecosystemic framework, which encourages a holistic perspective (Bronfenbrenner, 1979; Desforges & Lindsay, 2010).

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