This presentation examines administrative data gathered on pupils with special/additional support needs (SEN/ASN) in four jurisdictions: Spain, Scotland, England and Sweden with the aim of understanding the extent to which children’s right to an assessment of their special needs is being fulfilled in different contexts. The data is collected from the Educational Agency for Special Needs and Inclusive Education (EASIE) and from the responsible ministries in each country. It is acknowledged that being categorised as having SEN/ASN may be a double edged sword. On the one hand, a formal acknowledgement of learning difficulties may result in the delivery of additional resources and assistance, and provide opportunities to challenge inadequate educational provision. On the other hand, identification with SEN/ASN may lead to lead to educational marginalisation or exclusion. Much depends on the specific labels employed, which may be more or less stigmatising, and the extent to which they are applied disproportionately to specific groups. This presentation describes the categories used to identify SEN/ASN in the four jurisdictions, focusing on variation in the attachment of labels to specific groups of children. The data shows that, while there are disparities in rates of identification, boys and those from socially disadvantaged backgrounds are disproportionately identified with non-normative difficulties. Non-normative labels, such as social, emotional and behavioural difficulties, tend to be socially stigmatising and of dubious value to the child or young person in terms of enhancing their life chances. Implications with regard to the rights of children and young people to be educated in inclusive education systems are explored. While international treaties underscore the universal nature of educational rights, our data reveal wide disparities in how additional support needs are understood and catered for at national and regional level in Europe. This variation can also be problematic at an individual level for families that have to move across boundaries and require additional support for their children.

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