The Neurodivergence Task and Finish Group: Report. Recommendations for Mainstream Education
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| Title: | The Neurodivergence Task and Finish Group: Report. Recommendations for Mainstream Education |
|---|---|
| Language: | English |
| Authors: | Department for Education (DfE) (United Kingdom) |
| Source: | UK Department for Education. 2026. |
| Availability: | UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk |
| Peer Reviewed: | N |
| Page Count: | 47 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Descriptors: | Mainstreaming, Neurodevelopmental Disorders, Government Role, Inclusion, Student Needs, Educational Environment, Curriculum, Evaluation Methods, Educational Finance, Accountability, Foreign Countries, Faculty Development |
| Geographic Terms: | United Kingdom |
| Abstract: | Neurodivergent children and young people are at greatly increased risk of poorer education and health outcomes than their peers. They are more likely to be suspended or absent from school, out of work, need mental health services, have poor long-term health, or end up in the criminal justice system. These poor outcomes can be downstream consequences of barriers that make it hard for some neurodivergent learners to access, and benefit from, our education system. This inequity of access is compounded by structural inequalities associated with ethnicity, gender, and socioeconomic position. Equity will not be achieved by simply pasting a set of new initiatives on top of the existing, under-resourced system. Nor will it be achieved by creating multiple parallel pathways, each for a different group of children. Instead, mainstream settings should become more inclusive as standard. To achieve this, as set out in the recommendations, we need both a cultural and systems shift -- we cannot effectively change one without a transformation of the other. This report identifies four key priorities for action by government with the involvement, commitment, and support of all organizations and communities: (1) Timely identification of strengths and needs; (2) Workforce development; (3) Learning environments, curriculum and assessment; and (4) Funding, accountability, and commissioning. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679898 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679898 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED679898 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Neurodivergence Task and Finish Group: Report. Recommendations for Mainstream Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Department+for+Education+%28DfE%29+%28United+Kingdom%29%22">Department for Education (DfE) (United Kingdom)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22UK+Department+for+Education%22"><i>UK Department for Education</i></searchLink>. 2026. – Name: Avail Label: Availability Group: Avail Data: UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 47 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Neurodevelopmental+Disorders%22">Neurodevelopmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Neurodivergent children and young people are at greatly increased risk of poorer education and health outcomes than their peers. They are more likely to be suspended or absent from school, out of work, need mental health services, have poor long-term health, or end up in the criminal justice system. These poor outcomes can be downstream consequences of barriers that make it hard for some neurodivergent learners to access, and benefit from, our education system. This inequity of access is compounded by structural inequalities associated with ethnicity, gender, and socioeconomic position. Equity will not be achieved by simply pasting a set of new initiatives on top of the existing, under-resourced system. Nor will it be achieved by creating multiple parallel pathways, each for a different group of children. Instead, mainstream settings should become more inclusive as standard. To achieve this, as set out in the recommendations, we need both a cultural and systems shift -- we cannot effectively change one without a transformation of the other. This report identifies four key priorities for action by government with the involvement, commitment, and support of all organizations and communities: (1) Timely identification of strengths and needs; (2) Workforce development; (3) Learning environments, curriculum and assessment; and (4) Funding, accountability, and commissioning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED679898 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679898 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 47 Subjects: – SubjectFull: Mainstreaming Type: general – SubjectFull: Neurodevelopmental Disorders Type: general – SubjectFull: Government Role Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Student Needs Type: general – SubjectFull: Educational Environment Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Educational Finance Type: general – SubjectFull: Accountability Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: The Neurodivergence Task and Finish Group: Report. Recommendations for Mainstream Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Department for Education (DfE) (United Kingdom) IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 2026 Titles: – TitleFull: UK Department for Education Type: main |
| ResultId | 1 |
