Definitions
SEND (Special Educational Needs and Disabilities): A term used to describe learning difficulties or disabilities that make it harder for a child or young person to learn compared to others of the same age. This can affect behaviour, reading and writing, understanding, concentration, or physical ability.
EHCP (Education, Health and Care Plan): A legally binding document for children and young people up to age 25 who need more support than is available through standard SEN provision. It outlines educational, health, and social care needs, as well as the support required to meet them.
Statemented Child: A child who had a Statement of Special Educational Needs, a legal document used before 2014 that set out a child’s learning difficulties and the educational support they required. Statements were replaced by EHCPs under the Children and Families Act 2014³.
My lived Experiences
When I was at school in the 1990s, I was what the system then called a “statemented child.” At the time, I didn’t fully understand what that meant, but looking back, I now see it as the foundation that gave me the support I needed to thrive. That Statement of Special Educational Needs didn’t just help me access learning; it helped shape who I became. It’s one of the reasons I went on to train as an occupational therapist and dedicate my career to assisting others to live full, meaningful lives.
The system that supported me has changed significantly over the years. Understanding that journey, from Statements to today’s Education, Health and Care Plans (EHCPs), is key to understanding how we support people with additional needs in the UK today.
I still remember the moment I realised I was being treated differently because of my disability. In primary school, when everyone else received a letter about going to the local secondary school, I was handed an envelope. I gave it to my mum while we were driving somewhere. This was before mobile phones, so she pulled over and used a payphone to find out what the letter meant.
It turned out the letter made assumptions based solely on a diagnosis of cerebral palsy with left hemiplegia, that I wouldn’t be able to attend the mainstream secondary school. No conversation. No consideration of my potential. Just a decision made about me, without me.
That was one of the first times I felt the weight of the system’s expectations or lack of them. And it wouldn’t be the last. Throughout my education, I remember my mum having to fight for the support I needed. Eventually, I became a “statemented child,” and that opened the door to the help that made all the difference.
I was supported by the Dyslexia Institute, with a specialist teacher who came into school to give me one-to-one lessons. I also received taxis to and from school, which made a huge difference in managing fatigue and accessibility. For PE, I had a personal assistant who helped me participate in ways that worked for me.
There were other small but significant adjustments, too. I was allowed to wear boots instead of standard school shoes, which helped with mobility. I could leave class a few minutes early to avoid the crowds in the corridors and get to my next lesson safely. We even arranged for a few handrails to be installed in places where they didn’t previously exist. In later years, I was given a laptop to use in class. This was 1997, so it was large and heavy. I recall naming that laptop Jessica, after Jessica Fletcher, the character from the TV show Murder, She Wrote.
Throughout school, college, and university, I sat my exams separately from other students and had an amanuensis, someone who read and wrote for me. These adjustments weren’t luxuries; they were what made it possible for me to show what I was capable of.
Short History of Educational Support
The 1981 Education Act introduced the Statement of Special Educational Needs. It was a legal document that outlined a child’s learning difficulties and the support they required. It was very much a product of its time, focused mainly on education and often quite clinical in tone. But for children like me, it was a lifeline.
In 2014, the Children and Families Act brought in a major reform. Statements were replaced by Education, Health and Care Plans. The idea was to create a more joined-up approach—one that recognised that a person’s needs don’t stop at the school gate. EHCPs are legally binding and cover children and young people from birth to age 25. They’re meant to be built around the individual’s aspirations, not just their difficulties
The Role of Occupational Therapists (OT’s)
Although I don’t work with children myself, I’ve come to understand the important role occupational therapists play in the EHCP process. OTs are often involved in assessing how a child’s physical, sensory, or cognitive needs affect their ability to participate in everyday school life. Their input can be crucial in identifying the right support strategies and adaptations to help a child thrive.
In the context of EHCPs, occupational therapists might contribute by:
- Assessing a child’s ability to manage daily school routines, such as dressing for PE, using the toilet independently, or managing transitions between activities
- Supporting sensory regulation needs, which can affect concentration, behaviour, and emotional well-being
- Helping with fine and gross motor skills, such as handwriting, using scissors, or navigating the school environment
- Recommending equipment or environmental changes to reduce barriers to learning and participation
- Working collaboratively with families, teachers, and other professionals to set meaningful, functional goals
Their role is not just about identifying what a child finds difficult, but about recognising what matters to that child and helping them engage in the activities that give life meaning and purpose. It’s a strengths-based approach that aligns closely with the core values of occupational therapy across all settings.
Proposed changes
In recent months, there has been growing concern that EHCPs may be under threat. Some local authorities have suggested that with earlier, lower-level support, families might not need an EHCP at all. While early intervention is important, many fear this could lead to fewer children receiving the legally protected help they need⁴. Reports have also indicated that the Department for Education is considering ways to tighten access to EHCPs as part of efforts to reduce costs.
At the same time, the government has announced a significant investment in SEND provision. A total of £740 million has been allocated for the 2025–26 financial year to create 10,000 new school places for children with SEND. This funding will be used to expand specialist units in mainstream schools, adapt classrooms, and invest in assistive technology and breakout spaces⁶. The aim is to ensure more children can attend a local school that meets their needs, reducing the need for long-distance travel and improving inclusion.
This investment is a welcome step, but it must be matched by a commitment to protect the legal rights of children and young people with SEND. As the Local Government Association has pointed out, the current system is under immense strain, with rising demand, growing deficits, and a need for fundamental reform.
A Call to all Occupational Therapists
At a time when the future of EHCPs feels uncertain, it’s more important than ever for occupational therapists to take notice and act as allies. Even for those of us who don’t work directly with children, we have a responsibility to stand alongside families and advocate for systems that are fair, inclusive, and grounded in equity. My journey is living proof of what’s possible when the right support is in place. The adjustments I received from one-to-one teaching and mobility aids to exam support and environmental adaptations weren’t luxuries; they were essential. They allowed me to participate, to learn, and to grow into the person I am today. We must ensure that policymakers and decision-makers understand the real-life impact of their choices and the importance of maintaining a legal framework that protects the rights of children with SEND. Because when we uphold those protections, we’re not just supporting individuals, we’re shaping a society that values every person’s potential.
References
Department for Education (2023) Special educational needs and disabilities (SEND). Available at: https://www.gov.uk/children-with-special-educational-needs (Accessed: 7 July 2025).
Department for Education (2023) Education, Health and Care Plans. Available at: https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help (Accessed: 7 July 2025).
Children and Families Act 2014. Available at: https://www.legislation.gov.uk/ukpga/2014/6/contents/enacted (Accessed: 7 July 2025).
Local Government Association (2025) SEND: A system under pressure. Available at: https://www.local.gov.uk (Accessed: 7 July 2025)
Office of the Children’s Commissioner (2025) Concerns over EHCP access and reform. Available at: https://www.childrenscommissioner.gov.uk (Accessed: 7 July 2025).
Department for Education (2025) £740 million investment in SEND school places. Available at: https://www.gov.uk/government/news (Accessed: 7 July 2025).
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