Understanding SEND in British and International Schools: A Personal Journey Across Borders.

What is SEND?

SEND refers to the support required by children and young people who have learning difficulties, disabilities, or emotional and behavioural issues that make it harder for them to learn than most students of the same age. This could include anything from specific learning difficulties like dyslexia, ADHD, or autism spectrum conditions to physical disabilities, emotional challenges, or social communication difficulties.

In British schools, the SEND framework is often closely aligned with government policies and guidelines. In the UK, the SEND Code of Practice serves as a blueprint for schools to identify, assess, and provide support for students with SEND. Schools are legally required to make reasonable adjustments to ensure that all students can access learning.

International schools, however, follow varying frameworks depending on the curriculum and host country. While British international schools tend to adhere to the SEND Code of Practice or adapt it to their local context, other international schools may implement different models of inclusion, often reflecting their country’s educational policies and cultural attitudes towards special needs.

Similarities Across Systems

Despite the geographical and systemic differences, there are commonalities in the approach to SEND support in both British and international schools:

1. Focus on Inclusion: Most schools, regardless of location, prioritise an inclusive approach, seeking to ensure that students with SEND are integrated into mainstream classrooms as much as possible.

2. Early Identification: There is a shared emphasis on early identification of needs through observations, assessments, and feedback from teachers and parents.

3. Individualised Support: The use of personalised learning plans or Individual Education Plans (IEPs) is a common feature across different systems. These plans outline specific strategies and goals for each student, allowing them to progress at their own pace.

4. Collaboration with Specialists: Whether in Thailand or Guernsey, there is a reliance on a multidisciplinary team of educational psychologists, speech therapists, occupational therapists, and other specialists to support the needs of SEND students.

Differences Between British and International Schools

However, the differences become apparent in how SEND is managed, supported, and perceived across different regions:

1. Resource Allocation: In the UK, there is often clearer access to SEND funding, particularly through local authorities. International schools may lack the same level of financial support or may depend heavily on private funding or parental contributions, which can lead to inequities in the provision of services.

2. Teacher Training: In British schools, there is mandatory SEND training for teachers, and SENDCOs (Special Educational Needs Coordinators) play a pivotal role in overseeing SEND provisions. In some international schools, particularly in countries like Thailand and Dubai, teacher training in SEND can vary significantly, and not all schools have dedicated SENDCOs or the same depth of specialist training.

3. Cultural Perception: Cultural differences also play a role in how SEND is viewed. For example, in some places like Thailand and Dubai, SEND may still carry stigma, with parents reluctant to have their child labeled as having special needs. This can make early identification and support more challenging compared to the UK, where there is growing awareness and acceptance.

4. Curriculum Adaptation: British schools often have more established frameworks for adapting curricula to meet the needs of SEND students, especially those with specific learning needs. In international schools, particularly those outside of the British system, the adaptability of the curriculum can vary depending on the school’s resources and expertise.

My Experience with SEND Across Five Countries

Having worked with SEND students in Thailand, Dubai, the UK, Guernsey, and Portugal, I’ve encountered a range of approaches, both in terms of strengths and challenges.

• Thailand: In Thailand, the international school where I worked had a strong commitment to inclusion but faced challenges due to a lack of government support and trained specialists. Teachers did their best with the resources they had, but there was a reliance on external private services to provide additional support. Cultural attitudes also sometimes hindered early identification, as some parents were hesitant to acknowledge learning difficulties.

• Dubai: In Dubai, I witnessed a more mixed approach. While some schools had excellent SEND departments with trained specialists, others struggled due to limited resources and a lack of government frameworks. However, Dubai has made strides in recent years, with more policies in place to support inclusive education.

• UK: My experience in the UK was marked by a more structured and well-resourced approach to SEND. The role of the SENDCO and the availability of local authority resources meant that students had access to a wide range of support services. However, even in the UK, there were challenges, especially with lengthy waiting lists for external services such as speech therapy or educational psychology assessments.

• Guernsey: In Guernsey, the smaller size of the island led to a close-knit education community where SEND was managed with a personal touch, sometimes over-powering. However, limited resources and specialists meant that schools often had to be creative in how they provided support. There was strong collaboration between schools and families, which was a key strength but one that came with a huge level of expectation, entitlement and micromanagement from parents. 

• Portugal: Currently, in Portugal, I’ve noticed that international schools can have excellent SEND programs if they follow the British curriculum, but there is still room for growth, particularly in how inclusion is managed across all schools. Portuguese attitudes towards SEND are gradually evolving, and there is an increasing focus on inclusion, though challenges remain, particularly in accessing external support services.

Challenges and Strengths in SEND Provision

Main Challenges:

• Access to Resources: Both in the UK and internationally, limited access to resources—whether financial, specialist, or governmental—can be a major barrier to effective SEND provision.

• Teacher Training: In many international schools, SEND training for teachers is not as comprehensive as in British schools, which can impact the quality of support students receive.

• Cultural Barriers: In some countries, stigma around special needs can prevent parents from seeking help early on, which delays intervention and support for students.

Main Strengths:

• Inclusive Practices: Across the board, schools are increasingly embracing inclusive practices, making mainstream education accessible for SEND students.

• Collaboration: There is a global trend toward collaboration between schools, specialists, and families, ensuring that students’ individual needs are met holistically.

• Innovative Solutions: In the face of resource limitations, many schools find creative ways to support students through differentiated teaching strategies and strong peer support networks.

Conclusion

My journey across different educational systems has shown me that while there are significant challenges in providing consistent SEND support, there are also incredible strengths, particularly in the shared commitment to inclusion. The future of SEND lies in the continuous sharing of best practices and the ongoing adaptation to meet the diverse needs of students, no matter where they are in the world.

Ian Edwards, 

Founder, iSEND Consultancy