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1.
This article contributes a current thematic review of literature about the challenges of productive parent–professional partnership working relating to children and young people with special educational needs and disabilities (SEND). It also reports on an empirical project which explored early experiences of professionals working under the newly statutory SEND Code of Practice 2015 and asks what new challenges have emerged for SEND parent‐partnerships. Particular consideration is given to the language of choice and preference in the Code, the new focus on outcomes in the place of specified provision, and the problematic construction of compliant partners.  相似文献   

2.
This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council’s efforts to develop, co-ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community inclusion, health and independent living. The study used qualitative and quantitative research methods including semi-structured interviews and questionnaires to investigate the experiences of students, teachers, National Health Service staff and social workers in identifying processes and structures that support or hinder the transition process as children prepare for adulthood. As such the study gathered generic data to indicate the expectations, needs, aspirations and views of young persons between the ages of 14 and 22 with regards to employment, education, community inclusion and health. An interpretation of data from the research illustrated the effectiveness of the support structures that are in place to help with planning and delivery of the strategic direction for services supporting children and young people with SEND as they become adults.  相似文献   

3.
The Special Educational Needs and Disabilities (SEND) reforms have been reported as the most significant reforms of their kind for over 30 years. Through the Children and Families Act 2014 the Government is seeking to effect cultural change regarding SEND. The SENCo is responsible for the operational and strategic aspects related to SEND provision within the school and as such could be considered a key implementer of the reforms. This article forms part of a PhD research project which is developing research within the area of SEND policy reform, through exploring and analysing the in‐depth experience of the SENCo as a policy implementer during the first academic year post‐reform. This article discusses the emerging themes from one of the wider data sets which sought to gather the views of SENCos six months after the introduction of SEND reforms and the SEND Code of Practice.  相似文献   

4.
This study explores the views and experiences of 12 young people with autism spectrum disorder (ASD) in transition to post-16 education and employment, in light of the changes introduced by the new special educational needs and disability (SEND) legislation in England. The extension of provision until the age of 25, and the introduction of person-centred education, health and care (EHC) plans, have given a significant place to the views of young people with SEND and their families. The views, wishes and aspirations of young people must be captured in the newly developed plans, reflecting the statutory requirement for local authorities to systematically record these in a biopsychosocial way, focusing on participation and well-being. Twelve semi-structured interviews were conducted with young people with ASD attending specialist settings or receiving specialist support under the new EHC plans. These were analysed inductively, through thematic analysis. The findings suggest that at the time of transition, young people with ASD want to become increasingly more independent, present ambivalent feelings about their future and acknowledge the relevance of support systems in their lives. Implications for practice and future research are discussed, in light of the new English policy context.  相似文献   

5.
The article presents findings from interviews with five caregivers of children with autism excluded from schools in England. Objectives : to determine the barriers and enablers to mainstream schooling for children with autism and to explore the emotional effect of the journey to school exclusion on the child and caregivers. Background : research has highlighted that some mainstream schools do not listen to caregivers concerns about their child's development, behaviours and mental health. Methods : interpretative phenomenological analysis was employed to understand how participants made sense of their lived experiences, revealing four superordinate themes: inadequate special educational needs and disability (SEND) support, psychological impact, health-imposed barriers to diagnoses, and effective support. Findings : Theographs present the caregivers' journeys, illustrating that the onus fell on the caregivers to advocate for effective support from schools. A lack of prompt diagnose and effective school support is detrimental to the emotional and physical health of both children and caregivers. Training is needed to ensure thresholds for education, health and care needs assessments are understood, alongside evidence-based approaches to support children with SEND. There is a policy need to address barriers to prompt health assessments across services and the impact of decreased funding on schools.  相似文献   

6.
In 2014 a new policy for special educational needs and disability (SEND) provision was introduced in England. As it has been the case in countries where SEND reforms were introduced, these changes raised challenges and opportunities for the professionals supporting children with SEND. However, to date, little systematic and large-scale evidence has been made available on how professionals perceive these changes. In this study, the views of 349 professionals were ascertained using a semi-structured online survey. The results revealed that although many professionals agreed in principle with some of the key changes introduced, several constraints were reported including tight timelines, budget cuts, and difficulties in the collaboration between education, health and care, suggesting a rather fragmented implementation of the new policy. No significant differences were found between groups of professionals for most items, however educational psychologists and special needs co-ordinators disagree on the extension of the provision age range, on how well the children’s needs are described in the education, health and care plans, and on the professional requirements of this process. The findings are discussed in light of their implications for meeting children’s needs and in comparison with other policy changes worldwide.  相似文献   

7.
The Children and Families Act, 2014 and the new Special Educational Needs and Disability SEND Code of Practice (DfE and DoH, 2014) has led to reforms in how children and young people with special educational needs and disabilities are supported in England. Now, five years on, research has begun to emerge exploring the implementation of the new statutory assessment process, the Education, Health and Care (EHC) plans and the outcomes of the process in England. This article seeks to review current research about the introduction of EHC needs assessment process and plans. It highlights three key themes: experiences of the process, reflections on the EHC plans and the outcomes of the process. Whilst parental involvement has improved, and there is some evidence of multiagency work, the views of children and young people continue to be marginalised, and EHC Plans are highly variable in quality, indicating that person-centred approaches are not yet fully implemented. This indicates a need for further research on how to effectively involve CYP with SEND in statutory processes and support.  相似文献   

8.
Key working is a way of supporting children and young people with special educational needs and disabilities (SEND) and their families, and is highly regarded by families and practitioners. However, there is a lack of up‐to‐date research exploring key working in the current context of policy reforms in England. This article reports an evaluation of key working in four sites in England, with a particular focus on the SEND policy reforms. Key working resulted in a number of positive outcomes for children and young people, families and services, including helping services to meet the requirements of the SEND reforms. Challenging aspects included managing transitions and the relationship between key working practitioner and family, but successful strategies were identified. Key working supports the implementation of specific aspects of the English SEND reforms along with more general cultural change in services to align with families' needs and well‐established aspects of good practice.  相似文献   

9.
National and international legislation has increasingly placed a duty on professionals to consult with young people about matters affecting their lives. Consequently, conducting consultation exercises with young people in order to improve the quality of services available is becoming established practice in many areas. Following on from previous research which asked children and young people about ways they prefer to be consulted, this study developed a new model of consultation to enhance the effectiveness of meetings that young people attend in order to discuss their additional support needs. This model was implemented in a series of consultation meetings in three secondary schools, and was evaluated by examining the views of the key stakeholders (pupils, parents, school staff, visiting professionals) through questionnaires and interviews. The findings suggest that this new model did have a positive impact on the young people who were involved and was perceived positively by all stakeholder groups. This model can provide guidance for EPs and other professionals who wish to effectively involve children and young people in the consultation process.  相似文献   

10.
Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects.  相似文献   

11.
Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.  相似文献   

12.
Pupils talking about their learning mentors: what can we learn?   总被引：1，自引：1，他引：0  
The use of learning mentors to provide additional support to pupils who experience barriers to learning has become a feature of many schools in recent years. Mentoring places learning within a social context and recognises the necessity to ensure that students feel both comfortable with and in control of the learning process. This paper describes research which sought the views of young people who, having been identified as having social difficulties, had been supported by learning mentors. Their personal interpretation of mentoring and its impact on their lives is discussed and illustrated through use of their own words. Students interviewed demonstrated an ability to rationalise their own situations and behaviors and provide an indication of the important role that learning mentors have played in their lives.  相似文献   

13.
Early intervention is key for children with special educational needs or disabilities (SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early education for children with and without SEND. In England, recent changes to statutory guidance for early education highlight partnership working with parents, progress checks and continuous observation. The Early Years Developmental Journal (EYDJ), an Early Support tool primarily aimed at families, aims to support early identification and assessment for children with SEND and early education for all children. The article describes Early Support to provide a backdrop and then outlines the purpose, structure and rigorous development process of the EYDJ. Use of the EYDJ to support parents, early years education practitioners, health visitors, developmental assessments and the forthcoming English special educational needs (SEN) reforms is also described.  相似文献   

14.
How EPs record the voice of the child   总被引：1，自引：1，他引：0  
Legislation, literature and research have recently advocated the importance of establishing and representing the views of children and young people. This study aimed to establish how Educational Psychologists (EPs) in one authority ascertain and present children's views in written reports. Content analysis was undertaken on the pupils' view section of 30 Year nine transition reports to determine the themes represented. Additionally focus group interviews helped identify EPs' methods for collecting, selecting and reporting pupils' views, indicating a wide variety of practice. EPs are challenged to explore report writing practices, in terms of representing the voice of the child, within their professional contexts.  相似文献   

15.
In the United Kingdom, the issue of health and social care of young people is now a major concern for the government. Thus, a recent government green paper has insisted on the provision of early and appropriate interventions for young peoples' mental health difficulties and that their views must be incorporated into the design of mental health services. More recently, the NHS Health Advisory Service has recommended that schools and teachers should assume some responsibility in the identification of pupils who may have mental health difficulties. Unfortunately, there is scant information in the United Kingdom on young peoples' pathways into services. We know very little about their help-seeking strategies and service use, barriers or facilitators to care, satisfaction with services and service preferences. In addition, we have limited knowledge of how young people conceptualize mental health or how they perceive mental health professionals. In brief, the needs and help-seeking behaviours of young people in psychological distress are poorly understood and often mediated through older people such as parents and teachers. In this paper, we examine these issues and discuss the implications of such gaps in the evidence base for our understanding of adolescent help-seeking and our ability to provide appropriate well-targeted services.  相似文献   

16.
A range of methods has been applied in research to enable children and young people with special educational needs and/or disabilities to share their views about educational experiences. However, methods tend to be targeted at older children and those who can communicate verbally and so there remains an important gap in knowledge about the methods used to support children with complex needs to share their views. This systematic literature review addresses this gap by exploring the creative methods that have been developed and used to facilitate the voices of children and young people with complex needs about their educational experiences and preferences. Additionally, methods were analysed conceptually in relation to Lundy's (2007)framework of Space, Voice, Audience and Influence to examine where, how and whose voices are heard, and what happens as a result. Fourteen qualitative papers published between 2003 and 2021 were included and synthesised according to PRISMA guidelines. Findings emphasize how it is possible to access the views of children and young people with complex needs using multi-modal, flexible approaches that require spending time with children, families, and practitioners to co-construct knowledge. The importance of a toolbox approach to enabling voice and participation challenges more orthodox and standardised methods of data collection. However, more needs to be done to ensure that children's views are acted upon, given due weight, and influence change.  相似文献   

17.
In recent years, education and family policy in the UK has sought to incorporate the views of children and young people through an active participation agenda, in the fulfilment of children’s rights under the obligations of the UN Convention for the Rights of the Child. Drawing on empirical evidence, this paper suggests that this aspiration is flawed. The inclusion of young people’s voices in decision-making is context dependent, and influenced by individual relationships, both positive and negative. It is framed by policies that subjugate children within disciplinary technologies that determine a regime of ‘truth’ about effective and appropriate participation. Drawing on data gathered as part of a wider study on the relationships between services users and services providers in special educational needs, this paper demonstrates that active inclusion of the voice of the child can be illustrated to be at least variable, and at worst prejudiced. It is suggested that the notion of participation produces tacit forms of ‘government’ that further classify and divide young people, magnifying their marginalization.  相似文献   

18.
Within a rapidly changing cultural and socio-economic context, young people in China are increasingly engaging in romantic experiences and sexual behaviours with consequences such as unwanted pregnancies and sexually transmitted infections. Across a range of contexts, parental communication about sexuality has been recognised as protective in terms of increasing the likelihood of sexual abstinence and safer sexual practice. This study focuses on the factors shaping parent–adolescent communication about sexuality. Thirty-eight young people and twenty-seven parents, recruited from two high schools in a Northern-Eastern city of China, were interviewed. Thematic analysis of their interview responses was conducted using a social constructionist framework. Four main themes were identified: timing; discomfort and uncertainty; assumptions; and the parent–adolescent relationship. Findings suggest that communication between parents and children is influenced by individual as well as interpersonal factors and factors relating to the broader Chinese sociocultural context. To facilitate communication, both parents and young people need support from health and other professionals, while parents need more help and support in overcoming historical, social and cultural barriers to open communication about sex.  相似文献   

19.
Young people whose behaviour does not conform to our expectations of how pupils should behave within an educational context have had a variety of labels attached to them including: Social, Emotional and Behavioural Difficulties (SEBD), and Attention Deficit Hyperactivity Disorder (ADHD). The employment of such labels will shape how the young person is perceived by the adults surrounding them. This will not only have an impact on the relationships that are developed between the pupil and the educator but also how the young people see themselves in terms of their own identity. This paper seeks to give voice and explore the position of young people within the confines of their educational experiences. The paper draws on 13 in-depth case studies to reflect on how young people experience the SEBD labels attached to them by others and what pupils consider to be the main antecedents leading them to display behaviour which is deemed unacceptable in the classroom. The paper highlights the importance of providing opportunities for young people to have their voice heard to fill the gap between professional perceptions and those of the pupil. In order to truly understand why young people display behaviour that is considered difficult and how they experience the labels we attach to them we have to speak to young people themselves.  相似文献   

20.
The increasing recognition that children and young people should be consulted and involved in decision‐making about their lives is reflected in national and international legislation. A great deal of this legislation, stemming from the UN convention on the Rights of the Child (1989), requires education authorities to consult children and young people when making decisions about their education. However, little is known about how children and young people themselves would like consultation to proceed. This study held four focus groups of young people with and without Additional Support Needs (ASN) to address this question. The young people came up with many suggestions which can be used to guide future consultation work, but the main message was one of individual choice. Children and young people want to be consulted but the consultation should be tailored to their individual needs if it is to be truly successful. There are lessons to be learned for EPs and other professionals who regularly seek the views of children and young people.  相似文献   

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