Autonomy, Rights and Children with Special Needs: A New Paradigm?

Lead Research Organisation: University of Edinburgh
Department Name: Moray House School of Education

Abstract

Since the late 1970s, in the field of special educational needs (SEN) in England and additional support needs (ASN) in Scotland, there has been a growing focus on parental involvement in educational decision-making. Despite the emphasis on the empowerment of children in the UN Convention on the Rights of the Child (UNCRC) and the UN Convention on the Rights of Persons with Disabilities (UNCRPD), parental rights in education have tended to trump those of children and young people. There has also been some disparity with regard to the emphasis on the educational rights of children and young people with SEN/ASN in different parts of the UK, and competing understandings of the concept of autonomy.

In both England and Scotland, new legislation aims to place the rights of children and young people with SEN and ASN on a par with those of their parents. In the light of this change, this research will consider whether we are witnessing a paradigm shift in the field of special and additional support needs analogous to that which occurred in state education in the 1980s and 1990s, when marketisation and consumerism attained a much higher profile. The research addresses important questions with regard to:

(1) the practical realisation of the rights of children and young people with different types of difficulty and in different social and geographical contexts;
(2) the way in which children and young people's rights sit alongside those of their parents;
(3) the measures which may be taken by schools and local authorities to promote the rights of children and young people.

In considering the way in which the rights of children and young people with SEN/ASN are implemented in England and Scotland, the research will take account of changes in the wider social policy landscape, including the ongoing impact of devolution, growing diversity of governance arrangements in English schools and public sector austerity.

A range of research methods will be used in this project, including analysis of policy, legislation and administrative data; a survey of local authority policy and practice in relation to the rights of children and young people; key informant interviews to elicit views on the factors which are likely to promote or inhibit the realisation of the rights of children and young people with SEN/ASN; qualitative work with children and young people and their parents/carers in home and school settings.

Planned Impact

Who will benefit from the research?

The research will be of use to the following groups: (i) children and young people with SEN/ASN, their parents/carers and organisations working with them; (ii) policy makers including Scottish Government and Department for Education officials, local authority officers, managers of academies and free schools; (iii) teachers in different types of school; (iv) SEN/Disability Information, Advice and Support Services (also known as parent partnership officers); (v) mediation and advocacy workers; (vi) tribunal officials and lay members; (vii) other professional groups such as educational psychologists, social workers, speech and language therapists, paediatricians.

How will they benefit from the research?

The research will contribute to a better understanding of issues of autonomy and rights in relation to children and young people with SEN/ASN. The research is timely since, both north and south of the Border, legislation has recently been enacted with the objective of ensuring a much higher profile for children's rights and autonomy. In order for these legislative goals to be achieved, a better understanding is needed of the necessary conditions underpinning children's and young people's rights in different social and geographical contexts, and in relation to type of difficulty and age. Given that children and young people's rights in education have often been neglected, research findings should contribute to the enhancement of these rights both in the short term and the longer term. The UNCRC and the UNCRPD both recognise that the realisation of rights is necessary for social and economic well-being, and this research will contribute to UK compliance with the children's rights and disability rights agenda. The research will also contribute to the development of a wider public understanding of the ongoing impact of devolution across the UK particularly in relation to education and children's rights.

For staff working on the project, professional skills will be developed in the use of film-making as a knowledge exchange tool, as well as in the involvement of children and young people in all aspects of the research process. Researchers at an early point in their careers will be helped in the development of research and writing skills. They will develop their publication profile, present at conferences and knowledge exchange events and build professional networks.
 
Title The Rights of Children with Additional Support Needs: From Paper to Practice 
Description Researchers at the University of Edinburgh and University of Manchester have developed a short film to increase knowledge and awareness among parents and practitioners of new children's rights legislation. The Education (Scotland) Act 2016 (commenced in January 2018) has provided children aged 12-15 years with Additional Support Needs (ASN) with independent rights regarding their education which are almost equivalent to those held by parents and young people, including the right to advice and information and to request particular types of assessment. This short film incorporates the perspectives of education practitioners, children and young people with ASNs and various other organisations including the Children and Young People's Commissioner Scotland and the president of the ASN Tribunal for Scotland. Please see attached a link to this short film. 
Type Of Art Film/Video/Animation 
Year Produced 2019 
Impact Not known yet. 
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children
 
Description Key findings are summarised below.

Analysis of administrative data show that CYP with SEN/ASN make up 15% of the school population in England and 28% in Scotland. 3% of children and young people in England have statutory support plans, compared with 0.3% in Scotland. Tribunals are used much more extensively in England than in Scotland: there are 5,679.6 appeals per 1,000 SEN population in England compared with 92: 0.4 per 1,000 ASN population in Scotland. Per head of population, there were five times as many tribunal appeals in England than in Scotland.Differences in the use of statutory support plans and the tribunal have significant implications for the realisation of rights.

Recently, legislation in England and Scotland (The Children and Families Act 2014 and the Education (Scotland) Act 2016) has boosted the rights of CYP in a nu,mber of important ways. A distinction is made under the 2014 Act between young people - defined as those aged 16 or over and below 25 - and children, meaning in the context of this legislation those who are not over compulsory school age (i.e. under 16). In England, young people are for the first time given independent rights equivalent to those enjoyed by parents in the case of children under 16. They include a right to express views about an assessment, express a preference for a school to be named in an EHCP and, if certain conditions are met, to have that preference granted, and a right to appeal or participate in mediation. In the case of children, the Act makes provision for a right of appeal to be piloted and extended to them by order of the Secretary of State. The 'dispute resolution' process previously covered by the Education Act 1996 as amended by SENDA 2001 is preserved in the 2014 Act and now also covers disagreements between, on the one hand, young people or the parents of children and, on the other, the local authority, a school or further education institution. Where the dispute relates to EHC needs assessments, EHC plans and re-assessment of health or social care needs, the process also covers disagreement with a health care provider (viz. a 'responsible commissioning body'). to trigger and participate in dispute resolution processes, potentially presaging an extension of rights to the wider school population.

The Education (Scotland) Act 2016 has advanced children and young people's rights further than the equaivalent English legislation. Broadly speaking, children aged 12 or over with ASN who are judged to have 'sufficient maturity and understanding' will have the same rights as those currently held by parents and young people, with the exception of requesting mediation and making a placement request (and appealing the placement decision). The Act in effect places a positive obligation on the child to notify the education authority of their wish to exercise their right. Such requests would need to be made in writing, but the guidance indicates that email or other electronic communication, or audio or video recording, would suffice. Before the child may exercise his or her right the education authority must assess and confirm the child's capacity to do so and must be satisfied that it would not 'adversely affect the wellbeing of the child' to exercise the right in question. These matters are covered by detailed guidance for education authorities and schools published by the Scottish Government. The guidance identifies the factors that the Government wants local authorities to consider in determining whether a child aged 12-15 has 'sufficient maturity and understanding' and thus capacity, whether wellbeing would be adversely affected, and on ensuring children are able to participate actively.

Overall, the research suggests that sime progress has been made in enhancing CYP participation in schools and classrooms, but little progress has been made in relation to ensuring CYP involvement in dispute resolution (Riddell & MacAllister, 2019; Harris & Davidge, 2019). The case studies highlighted that children and young people with ASN/SEND are not always afforded an equality of opportunity in being informed about their rights or to participate in discussions and decision-making processes regarding education and support. Both north and south of the Border, there were difficulties ensuring participation rights of children with complex needs. Schools were often successful at listening to and acting on children's wishes when these were expressed verbally and in a manner deemed acceptable to the school, but they were much less adept in interpreting non-verbal messages, particularly when expressed in a manner which disrupted normal classroom activities. The vast majority of children and young people relied heavily upon their parent's or carer's access to sufficient information and support in order to realise their rights, and parents and carers very often advocated on behalf of their child. This underlined the importance of ensuring that children with ASN/SEND who are also looked after by the local authority are able to access a comparable level of support from care professionals and independent advocacy services.Families living in areas with a high level of deprivation or who have limited time and access to other resources are particularly likely to rely upon the expertise of professionals involved in their child's care to access information about SEND matters and their rights. Children and parents from socially disadvantaged backgrounds were also more likely to feel ignored and disrespected.

In Scotland, parents experienced difficulties in ensuring that local authorities fulfilled their legal responsibilities, for example, in providing CSPs for children fulfilling the relevant criteria and ensuring that these documents were monitored and reviewed.In England, just over half of parents and carers were not aware of the local offer, and of those that accessed it, very few found this a particularly useful source of further information and support.

In relation to practice in schools and classrooms, there appear to be more similarities than differences between England and Scotland. In both nations there is evidence of success in creating inclusive classroom environments where children's voices are routinely listened to on everyday schooling matters. Children, parents and teachers generally believed that children's voices were heard in school and there appeared to be broad support for children's rights in principle across both jurisdictions. However, some teachers expressed reservations about allowing children autonomous rights and some believed children's rights had 'gone too far'.

In relation to dispute resolution, evidence from our case studies suggests that there is much work still to be done in order to fully include and support children and young people to participate at a meaningful level in the relevant processes..

Conclusion
• In both jurisdictions, there appears to be broad support for children's rights of participation. However, our research suggests there is a gap between rhetoric and reality and there appears to be much work that needs to be done before policy aims and ambitions are translated into everyday practice and these are applied consistently across different educational settings and authorities in each jurisdiction.
• Whilst there appear to be some positive steps forward being made in terms of engaging children and young people in consultations about local SEND provision in England, this research has identified a number of important issues which impede the extent to which children and young people in both jurisdictions are able to access adequate support and information in order to participate at a meaningful level in decisions about their individual educational planning and support and in processes of dispute resolution.
• Local authorities in both England and Scotland are sympathetic to the broad aim of enhancing children's rights. However, in a context of squeezed budgets, they have been slow to produce resources aimed at children and young people, ensure that advocacy services are available for all those who need them and provide training for school and local authority staff. This implies that in both jurisdictions, it is important to ensure that current levels of SEN/ASN spending are maintained or increased. Scottish LAs also need to ensure that all staff understand the importance of statutory support plans as a means of upholding the rights of children with ASN and their parents. They need to ensure that LA staff understand their legal duties and take action to counter the ongoing decline in the use of CSPs.
• Issues surrounding professionals' access to resources sufficient to ensure a consistently person-centred approach to the planning and delivery of ASN/SEN processes alongside other competing institutional demands and increasing workloads limit the extent to which children and young people are supported to achieve greater autonomy in these contexts. Schools also have a particularly important role to play in the realisation of the rights of children with SEN/ASN. In England and Scotland, it is evident that not all practitioners have a good understanding of the new legislation, and further in-service training is needed.
• The levels of autonomy that children and young people are afforded by both parent/carers and professionals are also sometimes limited by a lack of clarity with regard to responsibility for ascertaining participatory capacity at a number of different levels of decision-making. There are also persistent difficulties in ensuring participatory rights of children with complex needs, particularly those from socially disadvantaged backgrounds and those with significant learning and communication difficulties, particularly if they have little or no speech.
• Parents and carers continue to act as children's principal advocates and subscribe to the idea of children's rights, but quite rightly recognise that they have a crucial role in ensuring that the decisions made are in the best interests of their child. It is important that parents and carers allow their children as much freedom as possible to engage in the decision-making process, including attending meetings and expressing their views through a variety of means.
• Parents and carers from socially advantaged backgrounds appeared to be more effective in mobilising external support and navigating a very complex system, although this is not always the case. Parents from less advantaged backgrounds, whose children were often disproportionately identified with social, emotional or behavioural difficulties, often felt adrift in the system and were unable to advocate effectively for their children. It is important therefore, that professionals make extra efforts to engage with those they may regard as 'hard to reach'.
• We have identified something of a paradox, in that stronger children's rights legislation in Scotland has not obviously led to a greater degree of empowerment for children and young people. The contrast with England is at least in part due to the existence of a more tightly regulated planning system there leading to greater involvement of children and young people in formal processes.
• Scotland, has adopted a somewhat laissez faire approach to the use of statutory support plans. The over-complex and opaque system north of the border allows local authorities to pursue an idiosyncratic approach, whereby types of plan have proliferated with little effort to explain the increasingly diverse system to children and young people or their parents. As a result, statutory support plans have become almost obsolete, only accessible to the most determined and best-informed parents. In light of the declining use of statutory support plans, the Scottish Government needs to review the criteria for opening a coordinated support plan and ensure that local authorities are undertaking their legal duties. By way of contrast, England's growing use of EHCPs and an increased level of demand for local authority assessments means that children and young people are much more likely to be involved in formal planning processes, although this does not guarantee that they are always able to access and utilise their participation rights. Indeed, sub-optimal levels of participation were identified in a range of contexts.
• In both jurisdictions, children and young people are enthusiastic about the rights agenda, and need to be helped by the adults around them to be as active as possible in engaging in decisions on future plans for their education. In particular, their capabilities need to be maximised, but taking account of the need to adjust expectations as to autonomy in line with their capacity, which needs to be properly assessed, and ensure that the level of responsibility placed upon them is appropriate to their development, understanding and level of vulnerability.
• Given the risk that the rights of children and young people may intersect and overlap with those of their parent or carer, as well as possible disparities between the ways in which different professionals and institutions support children and young people's autonomy in decision making, the need to ensure that children and young people are made aware of their rights and are adequately supported to realise them independently becomes ever more pressing.
Exploitation Route These findings provide vital information on the rights of children and young people with SEN/ASN which will be used by the following groups - children's rights agencies; the court and tribunal service on England and Scotland; policy makes at national and local government level; practitioners; parents, voluntary organisation; children and young people. The findings are being used by parliamentary committees, groups of parents and children/young people. members of the research team are planning additional research on CYP involvement in the tribunal. The Scottish Parliament has taken a particular interest in the research findings and as used it to feed into the work of the Education and Skills Committee (see impact section)
Sectors Communities and Social Services/Policy,Education,Government, Democracy and Justice
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children/working-papers
 
Description Our work is of interest to those who wish to know how the rights of children with ASN and SEN are being implemented in two jurisdictions (England and Scotland) with different policy and legislative frameworks and approaches to resource allocation. Our comparative analysis of policy and legislation suggests that, compared with England, Scotland has accorded greater rights to children aged 12-15. For example, Scottish children aged 12-15 who are deemed to have capacity are able to appeal to the tribunal, although there have been few cases to date. England has accorded fewer additional legal rights to children, but has done more to ensure that existing rights are realised in practice. For example, a much higher proportion of children and young people in England have statutory support plans compared with Scotland, and rates of appeal to the tribunal are much higher. In both countries, the realisation of rights is closely linked to social class, with parents from more advantaged backgrounds able to advocate much more effectively for their children then those from less advantaged backgrounds. These findings have been communicated to non-academic audiences in a varierty of ways. For example, Sheila Riddell hsa addressed practioner conferences aimed at local authority and school staff orgainised by the Convention of Scottish Local Authorities and Holyrood Conferences. She gave evidence on two occasions to the Scottish Parliament Education and Skills Committee, and an e-mail form the Clerk to the Committee confirmed the impact of her submission - see below. As a result the Scottish Government has commissioned an inquiry into additional support needs policy and practice. A series of dissemination events was helld in Scottish schools to explain the new children's rights legislation to teachers. Evaluations showed that teachers believed their knowledge and awareness was enhanced as a result. A film on children's undestanbding of their rights wsa made and is available for free download from the project website. E-mail from the Scottish Parliament Education and Skills Committee Clerk: Dear Professor Riddell I wanted to email you in particular to highlight the Committee's extensive reference to your evidence, it forms the basis of a number of arguments in the latter elements of the report. I just wanted to make sure you are aware of this and to thank you again for taking part in the Committee's work. Needless to say additional support needs will be a thread through any of the committee's work on school education and beyond so we may well cross paths during the rest of the parliamentary session, In the meantime, this Committee places an emphasis on inclusivity so please don't wait to hear from the Committee, if there is any future work you consider the members may be interested in please forward it to me and I will ensure it comes to their attention, Kind regards Roz Thomson Clerk Education and Skills Committee
First Year Of Impact 2019
Sector Communities and Social Services/Policy,Education,Government, Democracy and Justice
Impact Types Societal,Policy & public services
 
Description Evidence Submission to the House of Commons Education Committee
Geographic Reach National 
Policy Influence Type Contribution to a national consultation/review
URL http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/education-committee...
 
Description Evidence submission to the Education and Skills Committee, The Scottish Parliament (7th Meeting, 2019; Session 5) 27 February 2019
Geographic Reach National 
Policy Influence Type Contribution to a national consultation/review
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddells-asn-csp-evi...
 
Description Letter to John Swinney MSP from the Scottish Parliament Education and Skills Committee on the 9 April following evidence submission by Professor Riddell (7th Meeting, 2019; Session 5, 27 February 2019)
Geographic Reach National 
Policy Influence Type Contribution to a national consultation/review
URL http://www.docs.hss.ed.ac.uk/education/creid/NewsEvents/98_SR-evidence-EduSkillComm_SGLetter20190409...
 
Description Response from John Swinney MSP to letter from the Scottish Parliament Education and Skills Committee following evidence submission by Professor Riddell on the 9 April 2019 (15 May 2019)
Geographic Reach National 
Policy Influence Type Contribution to a national consultation/review
URL https://www.parliament.scot/S5_Education/Inquiries/20190515In_ltr_froim_DFM_re_asn.pdf
 
Description Sheila Riddell's evidence to the Scottish Parliament Education and Skills Committee quoted in a letter to John Swinney MSP (9 Apr 2019)
Geographic Reach National 
Policy Influence Type Contribution to a national consultation/review
URL https://www.parliament.scot/S5_Education/Inquiries/20190408Out_ltr_from_Conv_to_DFM_re_ASN.pdf
 
Description ESRC Impact Accelerator grant: Making rights a reality for children with additional support needs
Amount £19,800 (GBP)
Organisation University of Edinburgh 
Sector Academic/University
Country United Kingdom
Start 10/2018 
End 03/2019
 
Description Collaboration with Enquire on an impact accelerator grant funded by the ESRC and awarded by the University of Edinburgh. The title of the project is: Making rights a reality for children with additional support needs 
Organisation Children in Scotland
Country United Kingdom 
Sector Charity/Non Profit 
PI Contribution Existing findings from our current research will be used to analyse facilitators of and barriers to the realisation of children's rights in particular contexts. For example, we will examine the extent to which children's rights are realised in different school sectors (primary, secondary, special) and the impact of professionals' and parents' attitudes and beliefs about children's autonomy. We will identify whether there are particular groups of children for whom the realisation of rights appears particularly problematic, taking into account social class, ethnicity, gender, age and type of ASN. The particular status of looked after children, for whom the local authority acts as the corporate parent, will be examined. Focus groups will be conducted with children, parents and practitioners to test emerging ideas (two with each group, six in total). The analysis above will be used to identify the circumstances which optimise the realisation of children's rights, as well as the obstacles to the realisation of rights. Case studies and film material will be used to provide concrete examples of how children have been able to exercise their rights (or not) in specific circumstances.
Collaborator Contribution In collaboration with Enquire, using the material gathered in Stage 2 and earlier research findings, we will produce guides aimed at children, parents and practitioners. The language and format of these will reflect their particular audience. The children's publication will be in graphic/cartoon format.
Impact The collaboration is on-going. A film is in production
Start Year 2018
 
Description Blog by Florian, L. for the project website (2 Feb 2018): 'On the presumption of mainstreaming' 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell, Principal Investigator of this project, contributed the second blog article to our project website. Profess Riddell raised concerns over a year-on-year reduction since 2011 in the number of co-ordinated support plans (CSPs) opened despite of the promise by the Scottish Government in 2004 that there would be no decline in the proportion of children receiving them.

This article was also published as an op-ed in The Glasgow Herald on the 15th January 2019.
Year(s) Of Engagement Activity 2019
URL http://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children/pro...
 
Description Blog by Riddell, S. for the project website (16.1.2019): 'Additional Support Needs and the use of Co-ordinated Support Plans in Scotland' 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Riddell was invited to write an op-ed piece for The Glasgow Herald on CSPs and this piece was also published as a blog article on the project website.
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children/pr...
 
Description Blog by Cavers, S. for the project website (23.11.2017): 'Are we wobbling on ASL?' 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Sally Cavers, Manager of Enquire and one of the Advisory Committee members, contributed a blog article to our project website. The article underlines the service of Enquire in response to Scottish ASL legislation, as well as their works with families with ASN and with schools.
Year(s) Of Engagement Activity 2017
URL https://www.edweb.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-child...
 
Description Blog by Drummond, J. for the project website (7.12.2017): 'A force for change' 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Jennifer Drummond, editor to Children in Scotland magazine, wrote a blog article reproduced from the Children in Scotland Magazine for our project website. The article features an interview with Nina and Katie from the Children in Scotland children and young people advisory group.
Year(s) Of Engagement Activity 2017
URL https://www.edweb.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-child...
 
Description Blog by Dunsmuir, M. for the project website (7.12.2017): 'When is a right a right?' 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact May Dunsmuir, President of Additional Support Needs Tribunals for Scotland, contributed a blog to the project website, discussing whether the new legislation provisions under the Education (Additional Support for Learning) (Scotland) Act 2004 will maximise children's potential to exercise their right.
Year(s) Of Engagement Activity 2017
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children/pr...
 
Description Blog by Jones, K. for the project website (27 Jul 2018): 'I maybe stupid but it's My stupid' 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact A blog by Katie Jones, who is a year 13 student from a school in England. This blog was written when Katie was in year 10.
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children/pr...
 
Description Blog by Podvoiskis, G. for the project website (15.5.2018): 'Children's Parliament blog by 3 Members of Children's Parliament Seen + Heard Fife project aged 10-11 years' 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Children's Parliament blog by 3 Members of Children's Parliament Seen + Heard Fife project aged 10-11 years.

They are Members of Children's Parliament and they are in a group called Seen + Heard Fife. Their group is all about doing fun things like art and supporting children with their rights. They have been thinking about their rights and what they think is important and there are some things they want to share with us.
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children/pr...
 
Description Blog by Riddell, S. for the project website (23.11.2017): 'Autonomy, rights and children with special educational needs: A new paradigm' 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell contributed a blog to the project website. This article gives a brief introduction of this Anglo-Scottish project. It represents the first significant attempt to find out whether legislation reforms over the past few years truly represent a paradigm shift in the recognition and realisation of new education rights for children and young people with additional support needs.
Year(s) Of Engagement Activity 2017
URL https://www.edweb.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-child...
 
Description Book launch seminar - Schooling for One and All? Inclusion, rights and the challenge of diversity 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact In seeking to ensure that there is schooling for one and all within a mass (although diverse) education system, the law plays a key role in seeking to ensure that children's different learning and cultural needs are addressed inclusively. However, the law also sets limits to the accommodation of individual choices for reasons of efficiency, the management of limited resource or wider policy factors, including those to do with balancing perceived national interests against minority concerns. It means that individual preferences or choices will sometimes go unmet and tensions will arise. The new edition of Professor Neville Harris' book "Education, Law and Diversity" - comprising mostly newly researched material and with a new sub-title reflecting its primary focus - examines the nature of the various rights and interests recognised by the law of education as it has evolved and explores how and to what extent these tensions are managed or resolved. In this presentation, drawing on evidence from examples of particular fields, such as sex and relationships education and home schooling, I will highlight key conclusions of my research.

"Education, Law and Diversity: Schooling for One and All?" by Professor Neville Harris from the University of Manchester and a Co-Investigator of this project, was published by Hart Publishing (part of Bloomsbury Publishing) in January 2020.
Year(s) Of Engagement Activity 2020
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-events/book-launch-school...
 
Description Interdisciplinary International Symposium - Disability Studies & Participation in Higher Education (27-29 June 2019) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell is invited to speak at the Interdisciplinary International Symposium "Disability Studies & Participation in Higher Education" at the University of Innsbruck, Austria between 27th & 29th June 2019.

The title of her presentation is "Disability, gender and social class in school and higher education: making the connections."

You may visit the website of the University of Innsbruck for more details.

Programme
Year(s) Of Engagement Activity 2019
URL https://www.edweb.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-ppt-in...
 
Description Interview with Professor Riddell in TES on 'inadequate' provision in mainstream schools (24.4.2018) 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact In an interview by TES, Riddell commented that the sharp increase in cases in Scotland special needs tribunal could be attributed to the 'inadequate' provision in mainstream schools.

In response to the significant increase in caseload for Scotland's Additional Support Needs Tribunal and the growing numbers of parents to send their children to independent residential schools, Professor Sheilia Riddell said in an interview by Emma Seith that the trend could be attributed to a rise in appeals against local authority decisions to refuse to place pupils at residential special schools. Riddell added that it could be an indication that the needs of these parents were not being met in mainstream primaries and secondaries.

This article can be viewed via the following link:
• TES (24 Apr 2018, Latest stories, by Emma Seith). Sharp rise in special needs tribunal cases blamed on 'inadequate' provision in mainstream schools.
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-inadequate-m...
 
Description Interview with Professor Riddell in The Herald on declining CSPs (10.2.2019) 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell was interviewed by The Herald Scotland on a growing concern over a steady decline of (co-ordinated support plan) CSPs sinc ethe Additional Support for Learning Act was introduced in 2004.

In response, Riddell noted that councils were largely unconcerned about the decline. She suggested that the qualification criteria for a CSP should be simplified and training for local authority and school staff should be in place to increase their understanding of the system in general, including statutory entitlements.

Earlier on, Professor Lani Florian also made comments on failure of inclusion for children with ASN, noting that the problem is not in mainstreaming but the consistency of quality ASN provision.

These two articles can be accesed via the following links:

• (The Herald Scotland, 12 February 2019, interview with Professor Riddell) Growing concern over decline in support plans

• (TES, 30 March 2018, interview with Professor Florian) 'Inclusion isn't a problem - the issue is consistency'
Year(s) Of Engagement Activity 2019
URL https://www.edweb.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddells-sugge...
 
Description Interviewed with Sheila Riddell by Education Law Consultant on declining CSPs 
Form Of Engagement Activity Engagement focused website, blog or social media channel
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professor Sheila Riddell was interviewed by The Education Law Consultant to express her views on a decline of (co-ordinated support plan) CSPs in the latest issue of their newsletter "The Additional Support Needs Update" (Issue 4, Spring 2019).

Riddell noted that the problem was partly attributed by the little effort most local authorities have put in to raise pupils' and parents' awareness of their rights and to inform school staff in general about the legislative changes. At a more fundamental level, she added, local authority and school staff had little knowledge and awareness of the ASfL legislation, believing that it has been superseded by the Children and Young People Act 2014 and the GIRFEC agenda.
Year(s) Of Engagement Activity 2019
URL http://www.docs.hss.ed.ac.uk/education/creid/Press/20190424_EdLaw_ASNUNewsletterApr19.pdf
 
Description Op-ed piece by Professor Riddell in The Herald on ASN support (15.1.2019) 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Media (as a channel to the public)
Results and Impact Professor Sheila Riddell was invited to write an op-ed piece on ASn support for The Herald on the 15th January 2019.

Riddell raised concerns over a year-on-year reduction since 2011 in the number of co-ordinated support plans (CSPs) opened despite of the promise by the Scottish Government in 2004 that there would be no decline in the proportion of children receiving them.
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/autonomy-rights-sen-asn-children/pr...
 
Description Presentation by Carmichael D to 43rd SERA Annual Conference (21-23 Nov 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact A presentation "The biggest extension of rights in Europe? Opportunities and challenges in delivering rights to children with ASN" given by Dr Duncan Carmichael on behalf of the research group (Sheila Riddell, James MacAllister, Neville Harris, Gail Davidge and Kevin Wright) to The 43rd SERA Annual Conference.
Year(s) Of Engagement Activity 2018
URL http://www.docs.hss.ed.ac.uk/education/creid/NewsEvents/96_SERA2018_DC_PPT.pdf
 
Description Presentation by Riddell S on ASL provision to Scotland Policy Conferences (Royal Society of Edinburgh, 24 Apr 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell gave a keynote presentation entitled "Key issues for Additional Support for Learning (ASL) provision in Scotland" to the Scotland Policy Conferences seminar "Next steps for Additional Support for Learning provision: Access, funding and improving outcomes" at the Royal Society of Edinburgh on the 24th April 2018.

Details about the seminar, the agenda and Riddell's presentation slides can be accessed via the following links:
• Seminar: Next steps for Additional Support for Learning provision: access, funding and improving outcomes
• Agenda
• Key issues for Additional Support for Learning (ASL) provision in Scotland
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-presentation...
 
Description Presentation by Riddell S on ASN to the First-tier Tribunal for Scotland (Edinburgh, 27 Feb 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell gave a presentation entitled "Children with ASN: What can we learn from the statistics?" to an induction training on ASN organised by the First-tier Tribunal for Scotland on the 27th February 2018.

The programme and the presentation slides can be accessed via the following links:
• Programme
• Children with Additional Support Needs: What can we learn from the statistics?
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-ppt-asnt
 
Description Presentation by Riddell S on disability, gender and social class to University of Leipzig (12 Feb 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact Professor Sheila Riddell gave a presentation entitled "Disability, Gender and Social Class in Education: Making the Connections in European Higher Education" to the conference "Diversität (ent)Grenzen?! Herausforderungen einer diversitätsgerechten Hochschule" at the University of Leipzig on the 12th February 2018.

The programme and the presentation slides can be accessed via the following links:
• Programme
• Disability, Gender and Social Class in Education: Making the Connections in European Higher Education
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-presentation...
 
Description Presentation by Riddell S on special & inclusive education to AERA 2018 (16th April 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell gave a session paper entitled "Developing a critical sociology of special and inclusive education: The contribution of Sally Tomlinson" to the AERA 2018 Annual Meeting "The dreams, possibilities and necessity of public education" in New York City on the 16th April 2018.

The program of the symposium along with Riddell's paper and presentation slides can be accessed via the following links:
• Symposium: Sociology of Education, Race, Class, Ability, and the Global Economy: The Research of Sally Tomlinson
• Paper
• Presentation: Developing a critical sociology of special and inclusive education: The contribution of Sally Tomlinson
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-presentation...
 
Description Presentation by Riddell S to Holyrood's ASN Provision in Education (COSLA, Edinburgh, 31st October 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professor Sheila Riddell was invited to give a talk to a Holyrood Policy's event 'ASN Provision in Education: Priorities, Potential, and the 10-year Strategy' organised by COSLA in Edinburgh on 31st October 2017.

Programme of the event and the presentation slides of Professor Riddell along with those of some other speakers can be accessed via this link
Year(s) Of Engagement Activity 2018
URL http://www.docs.hss.ed.ac.uk/education/creid/NewsEvents/79_i_ASN-Provision-in-Ed_Programme.pdf
 
Description Presentation on ASL at Scotland Policy Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell was invited to give a keynote speech at the keynote seminar "Additional support for learning in Scotland: identifying needs, improving delivery, and support for the teaching workforce" organised by the Scotland Policy Conferences at the Royal Society of Edinburgh on the 27th November 2019.

You may download the programme via this link and the slides of Riddell's presentation "The rights of children with Additional Special Needs: Tensions bewteen policy rhetoric and classroom reality" via this link .
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-ppt-asl-scot...
 
Description Presentation on special and inclusive education to ECER 2019 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact Professor Sheila Riddell gave a session paper entitled "The Rights Of Children With Special And Additional Support Needs In England And Scotland: A Cross-Border Comparative Study." and a presentation entitled "Tensions between policy rhetoric and classroom reality" to the ECER 2019 Annual Conference "Education in an Era of Risk - the Role of Educational Research for the Future" in Hamburg on the 3rd September 2019.

Riddell's paper and presentation slides can be accessed via the following links:
• [Paper] The Rights Of Children With Special And Additional Support Needs In England And Scotland: A Cross-Border Comparative Study
• [Presentation] Tensions between policy rhetoric and classroom reality.
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-presentation...
 
Description Presentation to the symposium "Research, Policy and Practice- Current Influences on Special Education" at Umeå University 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact Professor Sheila Riddell was invited to speak at the symposium "Research, Policy and Practice- Current Influences on Special Education" organised by Umeå University in Swede on the 21st-22nd November 2019. The programme can be downloaded via this link and Riddell's presentation "The rights of children with ASNs: tensions between policy rhetoric and classroom reality" via this link .
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-ppt-umea-uni...
 
Description Presentation: By Harris, N. to the 109th SLS Annual Conference at Queen Mary University of London (London, 4-7 Sep 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Neville Harris gave a presentation "The practical realisation of children and young people's rights: Special educational needs in England." as part of the findings of this project at the 109th Society of Legal Scholars Annual Conference at Queen Mary University of London on the 6th September 2018.
Year(s) Of Engagement Activity 2018
URL http://slsconferenceuk.co.uk/wp-content/uploads/2018/08/MosaicEvents_SLS_Programme_WEB-v2.pdf
 
Description Presentation: By Riddell, S. and Carmichael, D. to ECER 2018 (Bolzano, 5-7 Sep 2018) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Third sector organisations
Results and Impact Sheila Riddell and Duncan Carmichael gave a presentation "The Rights of Children with Special and Additional Support Needs in England and Scotland: A Cross-Border Comparative Study" at the European Conference on Educational Research in Bolzano on the 7th September 2018. This paper presented findings of this project and addressed a central research question:
"In the light of key legislative and policy developments in England and Scotland, to what extent is a new era of children and young people's autonomy/participation rights materialising in practice across the field of special educational needs (SEN) and additional support needs (ASN)?"
Year(s) Of Engagement Activity 2018
URL https://eera-ecer.de/ecer-programmes/conference/23/contribution/43472/
 
Description Research Report Launch Conference - Is the child's and young person's view shaping decisions on SEND/ASN provision in England and Scotland? (6 June 2019) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact This conference aims to present, and consider the implications of, the findings of a recently concluded research study by a team based at the Universities of Edinburgh and Manchester into the implementation of important new rights and duties concerned with decisions about the education of children with special educational needs and disabilities (SEND) (England) or additional support needs (Scotland). The research was funded by an Economic and Social Research Council (ESRC) award.

The Children and Families Act 2014 part 3 (England) and the Education (Scotland) Act 2016 contain key provisions aimed not only at ensuring that the views of the child or young person with SEND/ASN inform decisions by those responsible for meeting their educational needs, and local policy, but also that older children enjoy autonomy as rights holders and participants in a range of processes including those concerned with planning their provision and seeking redress.

The legislation holds out considerable promise of ensuring that the child's or young person's voice is central to decision-making in this field. The research - based on a survey of all local authorities in England and Scotland, interviews with a range of professionals working in this field, and 36 detailed case studies of individual children/young people across six local authority areas - measures progress in realising this promise and analyses the factors underlying the picture that has emerged.
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-events/conf-child-yp-view...
 
Description Riddell comments on the struggle of grant-aided special schools to fill their places (22 Jul 2019) 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Professor Sheila Riddell was interviewed by Emma Seith from Tes Scotland about the struggle of some grant-aided special schools to fill their places in face of declining rolls in recent years.

Riddell criticised that, despite of the recommendation of the Doran review to plan and commission national services strategically, there was no particualar logic as to which schools have the grant-aided status at the moment. She suggested that there could be 'fairer ways' of distributing the budget they received each year. When asked about why all the grant-aided special schools were located in the central belt, Riddell noted that local authorities wanted to avoid as far as possible putting children into residential placements because of the potential for things to go wrong as demonstrated by the review of historical child abuse that's going on at the moment.

This article 'National special schools battle to fill places' can be accessed via this link
Year(s) Of Engagement Activity 2019
URL https://www.tes.com/news/national-special-schools-battle-fill-places
 
Description Riddell was interviewed by The Herald Scotland on difference in the proportion of pupils with CSP across authority areas (7.5.2018) 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Riddell was interviewed by Andrew Denholm from The Herald in response to figures that indicate a significant difference in the proportion of pupils with complex difficulties being given a coordinated support plan (CSP) across authority areas.

Professor Sheila Riddell warned that the reduction in the proportion of pupils being given statutory help mean that 'pushy' middle-class paretns were more likely to secure a CSP. Riddell added that, according to information from local authorities, the cu
Year(s) Of Engagement Activity 2018
URL http://www.docs.hss.ed.ac.uk/education/creid/Press/20180507_Herald_Postcode-lottery-in-learning-help...
 
Description Riddell's interview on inclusion education on Inclusion Dialogue Podcast 
Form Of Engagement Activity A broadcast e.g. TV/radio/film/podcast (other than news/press)
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Media (as a channel to the public)
Results and Impact Professor Sheila Riddell was interviewed on the Inclusive Dialogue Podcast by Dr Joanne Banks, Trinity College Dublin on 10th December 2020. The title of the podcast was entitled "The balance between children's rights, parents' rights and local authority duties is going to be a very big issue for the future".

This podcast gave a lovely insight into the Scottish context and introduced the concept of additional support needs. During the podcast, there was a good discussion about the pros and cons of identifying what are growing numbers of children with disabilities in our schools and what this exercise serves in terms of resources and labelling. Sheila is one of the few academics focusing on the relationship between students with disabilities and other social characteristics such as their social class, gender or ethnicity. She finished the discussion with an insight into her more recent work on the social justice and inclusion agenda.
Year(s) Of Engagement Activity 2020
URL https://audioboom.com/posts/7747254-the-balance-between-children-s-rights-parents-rights-and-local-a...
 
Description Riddell's presentation on inclusion to Universidad Autónoma de San Luis Potosí Inicio, Mexico 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Professor Sheila Riddell was invited to give a keynote speech entitled 'Inclusion, Disproportionality and Rights' to a virtual international symposium organised by the Universidad Autónoma de San Luis Potosí Inicio, Mexico on the 10th November 2020.

The symposium will discuss topics covering communication, education and technology and Riddell will present on inclusion, disproportionality and rights. Her abstract, presentation slides and the programme of this event can be found below:
Programme: https://www.ed.ac.uk/files/atoms/files/uaslp-2020-program.pdf
Riddell's presentation: https://www.ed.ac.uk/files/atoms/files/uaslp_sheila_riddell_ppt_9nov2020.pdf
Presentation abstract:
In the context of the Covid-19 pandemic, which has widened educational inequalities both in Scotland and globally, it is important to review what we know in relation to the educational experiences and outcomes of children with additional support needs (ASN), with a view to identifying what needs to be done to produce a more inclusive and egalitarian school system. This paper focuses on ASN policy and practice in Scotland, a country with a strong rhetorical commitment to inclusion and respect for children's rights. The central question addressed is whether the current system is likely to promote or inhibit the realisation of the rights of children with ASN and the inclusive nature of the system more widely. The paper begins by outlining policy on inclusive education, highlighting the gap which often arises between rhetoric and reality. This is followed by an examination of administrative data published by the Scottish Government concerning the social characteristics of children identified as having ASN, the nature of the categorisation systems, the use of statutory support plans to underpin the new rights and access to dispute resolution mechanisms to challenge local authority decisions. Inequalities relating to social deprivation, gender and ethnicity are highlighted. Case studies then provide insight into the lived experiences of children with ASN, as they struggle to survive in a system which often fails to recognise their needs and accord them respect. Overall, it is argued that despite official commitment to inclusion, the Scottish education system remains profoundly unequal, failing to provide adequate support to those from the most disadvantaged backgrounds. As a result of a decade of austerity from 2010 - 2020, followed by the Covid-19 pandemic, there is growing competition for scarce resources, and children with additional support needs from socially deprived backgrounds are ill-equipped to engage in this struggle. The paper concludes by suggesting some actions which might produce a more egalitarian and inclusive system.
Year(s) Of Engagement Activity 2020
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-news/riddell-ppt-inclusio...
 
Description Riddell's presentation on social justice and children's rights to Inclusion Dialogue Podcast Launch 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Media (as a channel to the public)
Results and Impact Professor Sheila Riddell was invited to speak on 'Social Justice, Children's Rights and Inclusive Education' at the School of Education 2020-21 Research Webinar: Inclusion Dialogue Podcast Launch organised by Trinity College Dublin on the 26th November 2020.

In this webinar, a host of international experts offered their insights on how we can achieve inclusive education. Using excerpts from the podcast series, Dr Joanne Banks explored our conceptual understanding of inclusion; the evidence base for inclusive education; the policy and practice disconnect and the link between inclusive education and inclusion for society. Guest speakers with Joanne Banks for the launch webinar included Prof. Julie Allan (Professor of Equity and Inclusion and in the University of Birmingham), Prof. Jayanthi Narayan (visiting Professor School of Education in the University of Northampton), Prof. Michael Shevlin (Trinity College Dublin), Prof. Richard Rose (Professor Emeritus in Inclusive Education at the University of Northampton), Prof. Sheila Riddell (Chair in Inclusion and Diversity, University of Edinburgh) and Prof. Lani Florian (Bell Chair of Education at the University of Edinburgh).
Year(s) Of Engagement Activity 2020
URL https://www.tcd.ie/Education/news/?trumbaEmbed=view%3Devent%26eventid%3D149476627
 
Description Seminar - Autonomy, rights and children with special needs: International perspectives (13 Jun 2018) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Focus of the seminar organised by CREID

Article 12 of the UN Convention on the Rights of the Child (CRC) emphasises the right of every child to express their view on all matters of concern to him or her and for due weight to be given to it, in the light of their age and understanding. It applies to a wide range of situations in which decisions and arrangements governing children are made, including, importantly, in the context of education. In light of the UN CRC, there is a growing recognition of the need to ensure children's rights of participation and redress in the field of education. This seminar explores the way in which different developed countries are responding to the challenges posed by Article 12 of the CRC in relation to children with SEN/ASN, who may experience a range of difficulties in participation due to disability, social disadvantage and discrimination.

The contributors to this seminar are based in six jurisdictions: the US, Scotland, England, Wales, Spain and Northern Ireland. In order to understand national legislation, policy and practice, papers draw on literature and empirical research from the fields of law, education, philosophy and social policy. After the event, seminar papers will be published as an edited collection/a special issue of an academic journal.
Year(s) Of Engagement Activity 2018
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-events/seminar-autonomy-r...
 
Description Seminar - Transforming children's rights? Dilemmas, challenges and implementation (1 May 2019) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact The UN Convention on the Rights of the Child (UNCRC) will shortly have its 30th anniversary. Emerging from the United Nations General Assembly in 1989, it has since become the most ratified international human rights treaty ever. The UK ratified the CRC in 1991 and is thus obligated to ensure the implementation of children's rights in practice.

Operationalising the UNCRC raises practical, conceptual and ethical issues. For example, questions arise concerning children and young people's capacity and competence to make autonomous decisions, particularly in the case of younger children or those with significant disabilities. There are debates about children's involvement in dispute resolution and the relationship between the rights of children and young people on the one hand and those of parents on the other.

Across the four nations of the UK, there have been different rates of progress in terms of incorporating aspects of the UNCRC into domestic law. Holding this seminar in Scotland is timely, with the Scottish Government's promise to incorporate the principles of CRC into domestic law, a three year awareness raising programme for children's rights, and an emerging children and young people's participation framework. It is thus timely to consider where we are now - and where we want to be - learning from across the UK and beyond.

Questions addressed by contributors include the following:
• What rights have been accorded to children and young people in different social policy arenas and UK jurisdictions?
• What are and should be the roles of the state, parents and children?
• What challenges arise when translating policy rhetoric on children's rights into meaningful action on the ground?
• For the next 30 years, what dilemmas may arise in relation to children's rights? What are the potential solutions?
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-events/seminar-transformi...
 
Description Seminario Internacional: Autonomía Y Derecho A La Participación De Los Niños Y Niñas Con Necesidades De Apoyo Educativo (19.2.2019) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact In this seminar, Professor Sheila Riddell will be presenting findings of our project "Autonomy, Rights and Children with Special Needs: A New Paradigm?".
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-events/seminar-autonomy-r...
 
Description Sheila Riddell interviewed by Education Law Consultant on declining CSPs 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Professor Sheila Riddell was interviewed by The Education Law Consultant to express her views on a decline of (co-ordinated support plan) CSPs in the latest issue of their newsletter "The Additional Support Needs Update" (Issue 4, Spring 2019).

Professor Riddell noted that the problem was partly attributed by the little effort most local authorities had put in to raise pupils' and parents' awareness of their rights and to inform school staff in general about the legislative changes. At a more fundamental level, she added, local authority and school staff had little knowledge and awareness of the ASfL legislation, believing that it has been superseded by the Children and Young People Act 2014 and the GIRFEC agenda.
Year(s) Of Engagement Activity 2019
URL http://www.docs.hss.ed.ac.uk/education/creid/Press/20190424_EdLaw_ASNUNewsletterApr19.pdf
 
Description Transforming children's rights? Dilemmas, challenges and implementation (1 May 2019) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Policymakers/politicians
Results and Impact Focus of this seminar organised by CREID

The UN Convention on the Rights of the Child (UNCRC) will shortly have its 30th anniversary. Emerging from the United Nations General Assembly in 1989, it has since become the most ratified international human rights treaty ever. The UK ratified the CRC in 1991 and is thus obligated to ensure the implementation of children's rights in practice.

Operationalising the UNCRC raises practical, conceptual and ethical issues. For example, questions arise concerning children and young people's capacity and competence to make autonomous decisions, particularly in the case of younger children or those with significant disabilities. There are debates about children's involvement in dispute resolution and the relationship between the rights of children and young people on the one hand and those of parents on the other.

Across the four nations of the UK, there have been different rates of progress in terms of incorporating aspects of the UNCRC into domestic law. Holding this seminar in Scotland is timely, with the Scottish Government's promise to incorporate the principles of CRC into domestic law, a three year awareness raising programme for children's rights, and an emerging children and young people's participation framework. It is thus timely to consider where we are now - and where we want to be - learning from across the UK and beyond.

Questions addressed by contributors include the following:
• What rights have been accorded to children and young people in different social policy arenas and UK jurisdictions?
• What are and should be the roles of the state, parents and children?
• What challenges arise when translating policy rhetoric on children's rights into meaningful action on the ground?
• For the next 30 years, what dilemmas may arise in relation to children's rights? What are the potential solutions?
Year(s) Of Engagement Activity 2019
URL https://www.ed.ac.uk/education/rke/centres-groups/creid/news-events/latest-events/seminar-transformi...
 
Description University of Liverpool Conference on Children and Disability: Local and National Perspectives 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact On 31st January 2020, the Law Clinic held a one day conference that brought together a wide number of academics, NGO organisations, parent representative groups and Liverpool City Council to examine and understand the provision of services for children and young people with disabilities.

Professor Neville Harris gave a presentation with the title 'Realising the participation rights of children and young people: A study of special educational needs and disability in England' sharing part of the findings of this ESRC-funded project. The presentation slides can be accessed via this link
Year(s) Of Engagement Activity 2020
URL https://www.liverpool.ac.uk/law/liverpool-law-clinic/children-with-disabilities-or-long-term-illness...