Recommendation 17

Written evidence we received made it clear that some children with SEND struggled to learn remotely. SENSE told us that home learning resources were not always appropriate or tailored to the needs of children with complex disabilities, and that many children were left without the specialist equipment they needed, making it more difficult for them to communicate and learn remotely.31 The Institute of Education at the University of Reading highlighted how some parents had to adapt learning materials sent by schools to fit their child’s needs or source alternative materials from elsewhere.32