According to the article Sentenced to Failure, it reveals that Ofsted have accused schools for exploiting the special needs label as a tool to cover poor teaching strategies. The SEN (Special Education Needs) label was used to measure pupils by socio -economic backgrounds especially, those who are from economically disadvantaged backgrounds. As a result, some of them will suffer a lifetime of failure, self-doubt and in some cases, severe psychological issues and mental distress.
Although poverty was never viewed as an eligible reason for the SEN, pupils who are from lower and working class backgrounds or socio – economical deprived areas are more likely to receive the label than their middle class counterparts. Additionally, pupils are twice more likely to be given the label if they receive free school meals. Katherine Ann Angel, a teacher and author with years of experience in fostering and teaching children with special educational needs believes that children who come from poor working class families are prone to be stamped by the label.
Although there is a presence of ADHD, some of the pupils are victims of poor parenting. Despite of the tremendous impact the special needs label can have on pupils, some of them managed to rise above the SEN tag by sending them to schools that provides empathy and positive encouragement like Tim for example, who was on the SEN when he was seven and his prognosis was slim. However, when he attended secondary school, he was emancipated from the SEN label as the teachers considered it was “pointless” which gave him the confidence to accomplished 11 GCSEs and sailed to university to study for a degree in sports. This example shows a pillar of optimism as we should acknowledge that a child’s position should not be determined by the SEN label and other characteristics on regards of class, race and cultural backgrounds as long as they have the right help, understanding, guidance and support. Thus pupils should be encouraged to participate in activities with intention to develop a healthy degree self – esteem and self – confidence.
However, some of them were not so lucky as some feel that this label may give a temporary signal that a child in academic distress and the label already caused emotional and psychological damage. Sean is one example, he was the fifth of seven children who missed out a momentous amount of primary education because of poor parenting and exposure to child abuse and neglect. Consequently, led him to become an SEN case. Despite his unstable childhood and the SEN label, he displayed an above average level in reading and ignited his fascination with learning through a one to one private tuition by a foster parent who was also a teacher. However he reinstated into foster care and out of education. Eventually, a serious crime landed him a prison sentence. This is an obvious example on how negative influences can increases the child’s chances of receiving the SEN label which can eventually exacerbate a child’s likelihood to engage in delinquency and criminal activities.
On reference to the article, Every Child Matters? The Impact of special educational needs programmes reveals that special educational needs programmes are designed to meet the needs of children who are perceived to be slower than their non special needs labelled counterparts, with the intention to give them time to adjust to their specific learning difficulties through the help of the SEN Code of practice. Although the programme aims to tackle a child’s particular learning difficulty, it serves as a weapon of humiliation and dehumanization, leaving them to fall into a future cycle of diagnostic labelling. The SEN also exacerbates the extent of their difficulties rather to help them succeed according to their unique learning ability. Another potential use of the SEN is that it will create a series of culture conflict, especially those who are from Black Asian and Ethnic Minority backgrounds, intensifed by an unconscious level of institutional racism which would eventually lead them to a cycle of marginalization and exclusion from schools and other education institutions and in consequence, the SEN label may persist into adulthood.
Education institutions continue to apply the SEN label as a quick fix to mask the problems that are endured by pupils, such as child abuse, bullying, those from broken environments, those from ethnic minority backgrounds and those from areas that breeds drugs, alcoholism and anti – social behaviour, in preference to find and use effective methods that would neutralise these problems. The special needs label could be viewed as a motivation tool to help them take personal responsibility with the purpose to thrive academically and life in general with the help and support from the right people. However on an unconscious level, the SEN, label can be exploited by education authorities with intention to have control over those who are from bottom level of the socio – economic hierarchy.