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.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:654431 |
| Date | January 2014 |
| Creators | Davis, Monique E. A. |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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