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19. Parents’ confidence that their child’s needs are being met is vital to making the system feel less adversarial. A central piece of this jigsaw is the capacity and commitment of the education system to give every child and young person the chance to succeed. Every child, whether in a mainstream or special setting, deserves a world-class education to ensure that they fulfil their potential. Everyone who works with disabled children and children with SEN should have high expectations of them and the skills to help them to learn.
20. But the system doesn’t always work in the way it should for disabled children and young people and those with SEN. Too many face significant barriers to their progress and achieve less well than their peers at school and in further education. Disabled children and children with SEN are more likely to be bullied or excluded than their peers. They also tell us that they want to be educated by people who understand their impairments, without fear of being stigmatised by their peers and in an environment where poor behaviour is not tolerated.
21. To provide the best opportunities for all children and young people, we must confront the weaknesses of our education system. Children’s needs should be picked up as early as possible, but teachers tell us that they have not always had training to identify children’s needs, or to provide the right help. Head teachers have been overwhelmed with top-down initiatives rather than having the freedom to drive improvements.
22. Previous measures of school performance created perverse incentives to overidentify children as having SEN. There is compelling evidence that these labels of SEN have perpetuated a culture of low expectations and have not led to the right support being put in place
23. In our Schools White Paper, The Importance of Teaching, we set out our vision to match the best education systems in the world. Building on that, our proposals in this Green Paper will mean that:
24. To work towards this:
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