The thesis identifies goals of proportionate dispute resolution (PDR). The operation of the decision-making and dispute resolution processes relating to the provision of remedial help for children with special educational needs (SEN) is examined to assess attainment of these goals. A factual basis is established for the analysis by describing the relevant legislative provisions and what is known about their operation from existing empirical research. The exercise of discretion is examined. A theoretical framework is devised to enable consideration of the balance of trade-offs; collective goals and individual interests; and adequacy of redress. The SEN decision-making and appeals processes are analysed with reference to this framework. Parties to SEN disputes are parents and Local Education Authorities (LEAs). Attainment of PDR goals by the formal SEN dispute resolution mechanisms is assessed and the mechanisms compared. In 2002, obligations were imposed upon LEAs to provide informal disagreement resolution services in the form of conciliation and mediation. The strengths and weaknesses of these dispute resolution models are considered with reference to theoretical and empirical works. The effect of their introduction is then assessed with reference to the framework and attainment of PDR goals. None of the formal or informal dispute resolution mechanisms assure attainment of all of the PDR goals. Neither does the operation of the system as a whole. Analysis of the children's services complaints model using the framework reveals that this model assures attainment of all PDR goals and affords adequate redress. The model appears to resolve problems identified in the SEN dispute resolution process, and to be a promising candidate both for reform of that process and for a unified system of education and children's services complaints. The role of children in the process and possibilities for one-door access and a single system are considered.

Teacher self-efficacy (TSE) is theorised to underlie teacher effort, resilience in practice, and persistence when teaching pupils experiencing difficulties with learning (Bandura, 1997; Gibson & Dembo, 1984). Pupils categorised as having ‘special educational needs’ (SEN) experience difficulties with learning and have disproportionately poor outcomes in comparison to their peers (Department for Education, 2011). Researching TSE and any potential relationship/s between this and practice promoting the inclusion of pupils with SEN may contribute to understanding these poorer outcomes and perhaps identify a way to challenge these in future. An interpretative quantitative systematic review of literature regarding TSE and inclusive practice was undertaken initially in order to summarise the findings of research between 1998 and 2012. It concluded that research suggested a relationship between TSE and inclusive practice and that several factors, such as teaching experience and teacher attributions for pupil learning difficulties, may be associated with and/or moderate this relationship. A ‘bridging document’ was then developed. This outlined the gap in TSE research which was selected for further empirical exploration; the increased presence of support assistants (SAs) within the mainstream classroom. It also detailed initial epistemological and methodological considerations surrounding the subsequent empirical exploration of this area. The empirical study then undertaken aimed to explore the espoused self-efficacy beliefs of both mainstream teachers and SAs regarding their inclusive practice and teacher deployment of SAs. Consideration was given to the activities, planning, and collaboration undertaken by staff and any association between these and educator self-efficacy (ESE) levels, alongside any difference in the self-efficacy levels of teachers and SAs. A mixed methods survey methodology was employed utilising cross-sectional self-report questionnaires, containing both closed and open-ended questions, and structured observations. The empirical study concluded that although ESE regarding inclusive practice was not statistically associated with the activities practitioners undertook or the pupils they worked with within the classroom, it was associated with elements of staff planning and collaboration, such as communication prior to lessons. Additionally, teachers held higher ESE than SAs. This suggests that teachers may be more resilient, persistent, and possibly better placed to effectively support pupils with SEN than SAs, especially when also considering their often greater subject and pedagogical knowledge.

The research aim was to investigate the policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the first five years in one local authority in England. Bronfenbrenner’s bioecological model was used to structure the thesis and as a tool of analysis. This facilitated an examination of the nested social contexts that influence children’s speech, language and communication such as policy intentions at the macro level and adult-child interactions in the microcontext of home and early years settings as well as relations between settings at the meso level and the local authority influence at the exo level. Successive stages of data collected have informed those that followed from analysis of policy documents to survey of and interviews with stakeholders such as early years practitioners, interviews with parents and observations of target children in early years settings. Analysis of policy texts revealed a gathering consensus on the importance of early years in children’s learning and development, future academic success and employability. The centrality of language, the effectiveness of early identification of children’s problems with speech, language and communication and early intervention to reduce or prevent later special educational needs and disabilities were highlighted. This study has highlighted the difficult and subjective nature of early identification and assessment and the wide variation in children’s early experiences, social interaction, speech, language and communication, socio-economic and socio-cultural environments. The benefits for children with speech, language and communication needs attending combined early years placements are exemplified. Children’s use of private speech has been an interesting finding. Practitioners from both mainstream and specialist settings would have liked to have more guidance on early identification and assessment in their initial training and would also like more training on ways to work with other professionals and to support children with English as an Additional Language. The study has enabled a distinctive model of bioecology for SLCN for birth to five years to be conceptualised. Challenges and opportunities for practitioners in supporting a diverse range of SLCN are discussed and the appropriateness and practicality of requiring generalist practitioners to undertake specialist roles is questioned.

The focus of this study is on the experiences of parents of children with special educational needs who advocate for their children in the special needs system. The Special Educational Needs Tribunal was set up in 1994 and since then more than 25,000 appeals have been registered (Hughes, 2005). In 2002, the Tribunal began hearing claims for disability discrimination and became known as the Special Educational Needs and Disability Tribunal (SENDisT). The aim of this study is to foreground the parents' experiences of the system of SENDisT and to develop understanding of the experience of parenting a child with special educational needs and/ or impairments. SENDisT is more than ten years old, yet research into the workings of SENDisT has been very limited (Aldridge, 2003). A study which foregrounds parents' perspectives is, then, well overdue. As part of the narrative inquiry, parents were asked to tell their stories of going to SENDisT. Twenty four parents and eight professionals told their Tribunal stories. This study has key implications for the workings of SENDisT but it also contributes to the current debates in special education, including the system of statements, the policy of inclusion, and the working of parent-professional relationships. The study has relevance for the stake holders in the system of special education including children, parents, teachers, panel members, psychologists, LEA officers and academics. At the same time, the study reflects the uncertainty that parents who engage with Tribunals will face in the future. In a policy climate which reflects the abilist assumptions of the wider society (DfES, 2005), it is difficult to remain optimistic about the outcomes for children and their parents. However, it seems certain that some parents, at least, will continue to resist, contest and challenge the limitations and interpretations put upon their families' lives.

No description available.

Inclusion is an approach of educating students with special educational needs (SEN), where these students learn together with students without SEN. The research looks at one particular condition requiring SEN, which is attention deficit hyperactivity disorder (ADHD). This condition consists of a group of symptoms that include inattentiveness, hyperactivity and impulsiveness. The study has been conducted in Taichung County, which is a region of central Taiwan. The concept of inclusion has spread across the world and is a main approach used in Taiwanese education. The research presented here explores the needs of classroom teachers who deliver inclusive educational services directly in practice, in Taiwan. The researcher has identified a number of issues regarding the implementation of inclusion in Taiwan. Policy and intentions may appear good in theory. However, the implementation can be problematic when put into practice. . Although Taiwan has embraced inclusion, implementation of,inclusive practices in Taiwan tends to have some variability. Anomalies may arise due to local authorities setting their own legislation and also the student transfer system to other schools, which can have consequences for funding and school classroom numbers. An important aspect of the findings of this research is related to teacher training programmes (TTP) and how teachers may understand ADHD and the individual needs. of students with ADHD in the Taiwanese context. They need to have a broader and more practical view on how to deliver educational services. The researcher advocates that TIP takes on a multimodal approach. Moreover, this concept may show other ways to help students with ADHD and lead to minimal use of medication. The research provides a teaching inclusive environment support model to highlight the linking relationships and interactions between the main "players" involved. These include policy, schools and parents with teachers taking a central role. Taiwanese classroom teachers in this study displayed positive attitudes towards their students with ADHD. Although they felt a need to manage the classroom themselves, they experienced real needs for assistance. Their perspectives provided in the study reflect the cultural differences regarding their views on support but at the same time reveals the necessity for positive directives from both policy and schools to assist these teachers, including strengthening of legislation. This is a unique empirical study for Taiwan. The researcher trusts that the outcomes may be useful to all of those "players" involved. The main aim is the help and support of the Taiwanese classroom teacher, who in turn can deliver positive inclusive services, not only to the students with ADHD but to the class as a whole.

This study aims to investigate the effectiveness of Peer Support Programmes in facilitating the social integration of students with special educational needs (SEN) into mainstream schools in Hong Kong. International literature has shown that peer influence has a great impact on adolescent development. Peer Support Programmes benefit not only the supportees, but also the helpers, 111 enhancing their social, emotional, physical, cognitive and academic development. In Hong Kong, though integrated education was launched in 1997, few schools have attempted to develop Peer Support Programmes specifically in supporting students with SEN in their schools. The two intervention schools in this study are two mainstream secondary schools that have made an attempt to pioneer Peer Support Programmes specially tailored for the support of students with SEN. Their experience in the past two years has become the focus of tIns research study - the values and the feasibility of specially designed Peer Support Programmes as well as the supports and barriers in its implementation. It is hoped that the research findings of the present study can be a reference for other secondary schools in Hong Kong when they consider implementing similar programmes in future. A mixed methods design was used. Both quantitative and qualitative research methods were used in a two-stage sequential design. Findings of this research indicated that with the implementation of Peer Support Programmes, not only did we see positive changes in the peer supporters and students with SEN in their personal and social growth but there was also a positive impact on the school ethos of the two intervention schools in accepting individual differences. This study also found that support factors, including the clear vision of school leaders as well as an overall policy on addressing the learning and social needs of students with SEN, are essential elements for the successful implementation of Peer Support Programmes.

Despite increasing empirical interest in the role and impact of T As, there remains a paucity of research that acknowledges their perceptions and experiences, particularly in special schools. This study employed a qualitative methodology in order to explore how teaching assistants, made sense of their roles and experiences, of supporting pupils with severe, profound and multiple learning difficulties. The intention of the study was to explore participants' subjective experiences, rather than investigate academic or institutional outcomes, in order to illuminate other factors that may be impacting upon the role of the TA. Purposive sampling was used to recruit 3 TAs working in a (SLD) special school in an Inner-London borough. Data was gathered using in-depth semi-structured interviews and then transcribed verbatim. The transcripts were analysed using interpretative phenomenological analysis. Three superordinate themes emerged, which were: supporting the pupil; conflicting models of disability; and working with the wider system. These were contextualised within the wider social and cultural context, and considered in relation to previous empirical and theoretical literature. Implications for special schools and educational psychology practice were considered.

This study explores the impact of moving from a special secondary school to an inclusive Sixth Form for students with Statements of Special Educational Needs. Transition to sixth form is an under-researched area but will become ever more important as the compulsory schooling age increases to 18 and Education, Health and Care Plans provide support until young people are 25. It considers the literature on the way in which people with learning disabilities have been treated at different periods in time, and the role of historical trauma and internalised ableism for this marginalised group. The birth of a child with learning difficulties can be a source of trauma within a family, for whom it may stir up feelings of shame and grief over the loss of the imagined 'perfect' child . Such feelings can be re-evoked at times of transition, and affect the systems around the family. Loosely structured free association ~ based interviews were used to gain views about three students from their parents, teachers and students themselves. Focus groups with students before (N=15) and after (N=8) the transition were also used. Thematic Analysis influenced by a psychosocial/psychoanalytic approach (Hollway & Jefferson, 2012) revealed four major themes; Internalised Ableism, Pain of Change, Understanding of SEN, and Support. The findings are discussed in the context of the psychosocial tradition, considering implications for practice for staff in the school, Sixth Form and Educational Psychology Service.

Educational systems have been increasingly urged to update their methods to reflect the societal changes brought about by technological advances. This has exerted pressure on teachers to capitalise on technological tools to bring the anticipated change in classroom practice. Nevertheless, many teachers have been reluctant to change their pedagogies to adopt technology, despite research identifying its benefits for teaching and learning. :1 Amongst these benefits is the potential of technology to make education more inclusive for students with special educational needs (SEN). However, there is insufficient knowledge about best practices that maximise the use of mainstream technologies within SEN settings. This study aimed to: (i) understand how mainstream technologically enhanced learning environments (TELE) can provide personalised learning and facilitate the learning practices of students with SEN; (ii) investigate problems faced by teachers in SEN settings during implementation of technological change and identify support systems to minimise unwanted disruptions and (iii) explore factors influencing the degree of successful implementation of a TELE for SEN. A qualitative approach was adopted by means of a case study amongst two special schools in Belfast. Interviews with participating teachers and students as well as participant observations were utilised to investigate the participants' experiences within the TELE. This study was framed within an activity theory perspective. Results indicate that a constant re-adaptation of resources and practices can transform the TELE into a new tool that mediates the achievement of more inclusive and personalised learning for SEN students. For special teachers, this transformation was characterised by tensions, identified as a combination of personal, interpersonal and institutional factors. Ultimately, the acquisition of new skills and confidence as well as abandoning preconceived misconceptions about notions of disability acted as new tools that mediated successful adoption. This study thus highlights the implications of these findings for educational policy and practice.