Changing legislation and its effects on inclusive and special education: Scotland

This article, by Sheila Riddell and Elisabet Weedon of the Centre for Research in Education Inclusion and Diversity, University of Edinburgh, analyses recent policy developments and outcomes in the field of additional support needs in Scotland in the context of devolution and austerity, drawing on a critical analysis of policy and administrative data. While there is a growing tendency in Scottish policy discourse to 'decentre' England as a main point of comparison, in the field of special and additional support needs policy there appear to be strong correspondences between the two jurisdictions. England appears to be following Scotland's lead in producing new types of statutory support plans and placing greater emphasis on children's rights. At the same time, these policy changes are being implemented in different policy contexts, with homogenous governance arrangements characterising the Scottish school system, compared with increasing complexity within the English system. In terms of the growth of the category of social, emotional and behavioural difficulties (SEBD in Scotland, BESD in England) there are strong cross-border parallels. Children in these categories tend to live in deprived areas and are unlikely to have statutory support plans. Overall, this indicates the importance of analysing not just policy discourse, but also policy outcomes.