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Gender differences in special educational needs identification

Daniel, Johny; Wang, Hsin

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Authors

Hsin Wang



Abstract

This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and opportunities for female students. By utilising population‐level data, we seek to ascertain the presence and extent of these gender differences, aligning our findings with existing literature and addressing gaps in knowledge about sex ratio differences in several disability categories. We conducted descriptive analyses of publicly accessible UK government datasets. In our study, we examine how gender differences have evolved over time, and vary across regions, disability types and educational phases (i.e., nursery, primary or secondary). Our observation of the data suggests persistent under‐identification of females compared to males across time, disability categories, across different regions and educational phases.

Citation

Daniel, J., & Wang, H. (2023). Gender differences in special educational needs identification. Review of Education, 11(3), Article e3437. https://doi.org/10.1002/rev3.3437

Journal Article Type Article
Acceptance Date Oct 19, 2023
Online Publication Date Nov 12, 2023
Publication Date 2023-12
Deposit Date Nov 13, 2023
Publicly Available Date Nov 13, 2023
Journal Review of Education
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 11
Issue 3
Article Number e3437
DOI https://doi.org/10.1002/rev3.3437
Keywords special education, gender differences, disabilities, sex ratio
Public URL https://durham-repository.worktribe.com/output/1925830

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