in 1978, emphasised that a student’s educational requirement should be given first priority instead of individual’s learning impairment or disability. As per EA 2010, all schools in U.K are required to make reasonable adjustments to permit students with disabilities to take part in the educational activities fully in their schools. The EA has strengthened and defined provision for students who are SEN or disabled, and who now have more legal protection in law. Schools are clear about their legal requirement to protect students from direct, indirect discrimination, harassment and victimisation. In U.K, SEN programmes chiefly consist of demanding schools to recognise students with learning difficulties and then to fine-tune their academic strategies. Schools have to set measurable objectives which clearly concerned with outcomes and life chances for SEN students. The main objective of the EA is not to confer an inequitable advantage on disabled and SEN students, but to eliminate barriers to learning, where it is reasonable to do so.

Thus, EA 2010 underpins all future reform and developments within SEN and disability provision. The Children and Families Law has been introduced to eliminate any gaps within the EA with regards to SEN provision. By closely aligning the EA 2010 requirements with the new SEN framework arrangements, schools should be able to make the improvements to learning support that the Children and Families Law offers, available to all young disabled people who can benefit from them.

Further research will have to take place to assess the new proposals to replace statements of SEN with EHC plans, it is unclear as to what support arrangements will be available for the approximately 16% of the school population who have SEN provision, but do not currently have a statement. Research will need to be undertaken to look at provision to close attainment gaps through identification of SEN students and the support provide