Researchers find learning difficulties are not being identified equally across schools
The issue has been looked at as part of a study by academics at Durham and Oxford universities
Specific learning difficulties like dyslexia are not being identified equally across different schools, a study has found.
Research by academics at Durham and Oxford universities found pupils at higher-achieving schools were more likely to be identified as having learning difficulties than pupils of similar performance levels at lower-achieving schools.
The Government has announced sweeping reforms to the special educational needs and disabilities (Send) system aiming to identify needs earlier and improve access to support.
Common specific learning difficulties include dyslexia and dyscalculia.
The study, which used data from more than 540,000 year 6 pupils across 14,800 schools, found children from disadvantaged areas and children with English as an additional language (EAL) had lower chances of being identified as having a specific learning difficulty.
Girls were less likely to be identified as having a learning difficulty than boys when background and achievement were controlled for.
Dr Johny Daniel, from Durham University's School of Education, said: "Our study shows that a child in one school could be considered to have a specific learning difficulty whereas a child with the same academic achievement in another school may not be spotted. This raises serious questions about fair access to support.
"Every child should have an equal chance at having their needs recognised and receive the right support, regardless of their background, gender, family deprivation or which school they go to. It is crucial to tackle this variability in the system."
The researchers suggested pupils in higher achieving schools are more likely to be spotted to have specific learning difficulties because underachievement relative to their peers is more likely.
The researchers are calling for a standardised method of assessment for children at risk of specific learning difficulties across the school system, as well as more training for teachers to reduce any unconscious bias in noticing learning difficulties.
As part of its proposed reforms to the Send system, the Government will invest £200 million in training for teachers in how to support children with Send
Mainstream schools will get £1.6 billion over three years to help them become more inclusive of additional needs and provide Send support, and £1.8 billion over the same time will go towards creating a bank of specialists in every area, including specialist Send teachers.
There will also be a Send professional in all of the Government's Best Start Family Hubs to improve early identification of needs.
Dr Daniel told the Press Association he welcomed the reforms and the investment, and that the money to train teachers in Send is a "move in the right direction".
"We need continuous training for teachers," he said. "That can make a huge difference on how needs get picked up."
The bank of specialists also must include expert teachers with the knowledge of how to best adapt practices for children with specific learning difficulties like dyslexia or dyscalculia, he added.
All pupils should be screened on their reading and maths skills during key stage 1 and early key stage 2 for risk of specific learning difficulties, Dr Daniel said, to remove any subjectivity in identification.
Speaking on Monday, Education Secretary Bridget Phillipson said the reforms will take children with Send "from sidelined and excluded to seen, heard and included".