The proposed SEND reforms have generated plenty of discussion, but one important question has received far less attention than it deserves: where do specific learning difficulties actually fit in the new framework?
A recent episode of The SENDcast tackled exactly this. Host Dale Pickles was joined by dyslexia specialist Louise Selby and SpLD specialist Janet Goring for a lively, thought-provoking look at what the proposed move from four broad areas of need to five areas of development could mean for children and young people with dyslexia, dyscalculia and other specific learning difficulties.
The heart of the discussion was a striking omission: "cognition and learning" has disappeared from the new framework. Dyslexia, dyscalculia and maths-related SpLDs don't fit neatly into any of the categories that remain, and the panel explored why that could prove such a significant oversight.
They also asked whether a stronger universal offer, better teaching for every child in every classroom, can really make up for losing a dedicated cognition and learning category. And they reflected on an important distinction: a diagnosis that unlocks funding is one thing, but a diagnosis that helps a child understand their difficulties are real, recognised and not their fault is quite another. Both matter.
Perhaps most concerning was the conversation about the children who are quiet, compliant and struggling. These children have always been at risk of being overlooked, precisely because they are not disruptive or demanding attention. Without clear recognition of cognition and learning needs, there is a real danger they become even less visible.
What this means for families
The reforms are still proposals, and how they land in practice remains to be seen. But the direction of travel matters: if the system's categories stop naming your child's kind of difficulty, recognition will depend even more on the adults around them noticing and pushing. If your child is one of the quiet ones, working hard, keeping their head down, and still struggling, don't wait for the system to spot them. Trust what you're seeing at home, talk to school, and get a clear picture of what's going on.