Sana Ali
There Are Complex Barriers for SEND Education, But They Can Be Sorted” - June Fisher
Twenty years ago, June Fisher started her career as an educator, and witnessed many learners struggling with SEND education in mainstream colleges. “When students see barriers we help them develop the skills to overcome them”, says Fisher.
In the United Kingdom, limited opportunities for SEND learners are among major obstacles to provide them with equal opportunities. According to a study Taylor and their colleagues, the support and education for SEND learners are given importance only if their problems are deemed complex.
“Despite many efforts, there are complex barriers against SEND education, but they can be sorted SEND education should not be stopped at 16, as it provides the opportunity for students to learn new skills in subjects they are interested along-with developing independent living skills.” says June Fisher, Principal of the British Creative Institute.
Data shows that adult education and training in 2024/25 indicates constant growth, with participation increasing by 1.2% to 616,500 learners. Besides, further education and skills participation has risen by 1.7%, indicating a continued demand for upskilling and lifelong learning opportunities. This suggests that more adults are seeking education and training to improve their career prospects or personal development.
It is notable that, “the education of children with special educational needs (SEN) or disabilities remains a highly debated topic in the UK. Government policies have actively encouraged ‘inclusion,’ which is often understood as integrating these children into mainstream schools instead of placing them in specialized educational settings (Special Educational Needs and Disability Act 2001).
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According to Fisher, the role of British Creative Institute (BCI) is to ensure inclusive education and help each learner as an individual identify their strengths, which can be further polished into a prospective career path. Through this way, learners can recognize their own skills and strengths to use them have a positive and fulfilling life.
Inclusivity in education is also improving, with the number of learners with learning difficulties or disabilities (LLDD) increasing by 4.4% to 141,640. These learners now make up 23.7% of the total education and training cohort, reflecting a growing emphasis on accessible learning environments.
Meanwhile, government-backed Free Courses for Jobs continue to attract participation, with 12,120 new enrolments so far in 2024/25 and a total of 95,400 enrolments since 2021. This steady uptake suggests that these courses remain an important pathway for adults looking to gain new qualifications and improve their employment prospects.
The aims of these government measures is “to give young people who are disabled or who have SEN the best opportunities and support so that as far as possible they can succeed in education and their careers, live as independently and healthily as they are able to, and be active members of their communities” (Alison Black & Hazel Lawson).
Post-16 SEND institutions prioritize more than just academic success as they also emphasize the development of essential life skills. These include communication, social interaction, and independence, all aimed at equipping students for life beyond school. The ultimate goal is to empower them to live fulfilling and self-reliant lives.
June believes that British Creative Institute (BCI) will be a renowned establishment where all students can reach their potential. “We will lead by example in accepting learners who have fallen from the safety next of education to show how every person with SEND can reach their dreams”.