The 2026 SEND reforms set out an ambitious vision for a more equitable system. There is much to welcome, particularly the focus on early identification, needs-led support, and greater consistency across schools. But as I have read, listened and reflected, one question keeps coming back to me: where are dyslexia and Maths SpLD in all of this?
This is not a question about labels or definitions. It is about whether the underlying developmental needs associated with dyslexia and dyscalculia are clearly recognised within the proposed framework. Because if they are not, there is a real risk that these learners, already too often overlooked, will continue to be so.
This piece sets out why I believe there is a gap, and why it matters.
