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Abstract
A study of the birth dates, sex and cognitive abilities of children with special educational needs (SEN) was carried out at a comprehensive school in England. A log-linear analysis demonstrated large and separate effects of the explanatory variables season of birth and sex upon the probability of receiving special educational needs support. However, no significant interaction between these variables was detected. Summer- and spring-born children were significantly over-represented compared to those pupils born in the autumn. Males were significantly over-represented compared to females. Descriptive statistics were used to examine the influence of cognitive ability upon SEN classification and how this variable may affect the strength of birthdate effects found in data derived from individual schools. The causes of inequalities related to age differences within year cohorts are discussed in relation to previous studies and suggestions for further research are made.
