Academic progress from the perception of children with SEND: an IPA study

Article


Wagner, K. and Bunn, H. 2019. Academic progress from the perception of children with SEND: an IPA study. Educational Psychology in Practice. 36 (1), pp. 52-68. https://doi.org/10.1080/02667363.2019.1674250
AuthorsWagner, K. and Bunn, H.
Abstract

In September 2014, the UK law relating to children and young people with Special Educational Needs and Disabilities (SEND) changed and a new SEND Code of Practice was introduced. Data available to date are inconsistent when exploring implementation of these SEND reforms for the progress of children receiving support for SEND. Available data indicate that the progress of these pupils is significantly behind when considering achievement of all pupils, and that nationally there is considerable variation in their progress.

In this exploratory study, qualitative methodology was used to elicit the concept of academic progress from the viewpoint of a small group of pupils with SEND. Six children having a variety of SEND from a mainstream primary school were recruited. Their views were ascertained using semi-structured interview technique and transcripts were analysed using Interpretative Phenomenological Analysis (IPA). Four master themes emerged from the analysis: A process for future gains; (Defined by) outside checks; Various influences; and Associated feelings. Each theme is discussed and exemplified by quotes from the participants.

Findings are discussed in relation to relevant psychological theory and research. Implications for educational psychologists, and for those working in wider educational contexts, are explored.

Keywordsspecial educational needs; additional needs; academic progress; perceptions; education; pupil voice
JournalEducational Psychology in Practice
Journal citation36 (1), pp. 52-68
ISSN0266-7363
Year2019
PublisherTaylor & Francis for Association for Educational Psychologists
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/02667363.2019.1674250
Web address (URL)https://doi.org/10.1080/02667363.2019.1674250
Publication dates
Online26 Oct 2019
Publication process dates
Accepted27 Jun 2019
Deposited09 Jul 2019
Copyright holder© 2019 Taylor & Francis.
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 26/10/2019, available online: http://www.tandfonline.com/10.1080/02667363.2019.1674250.
Permalink -

https://repository.uel.ac.uk/item/86w50

Download files


Accepted author manuscript
Jan 2019.pdf
License: All rights reserved
File access level: Anyone

  • 340
    total views
  • 302
    total downloads
  • 0
    views this month
  • 1
    downloads this month

Export as

Related outputs

Educational Psychology in the Virtual World: A Small Study on Practice Adaptations During the COVID-19 Pandemic and Potential Benefits for Future Services
Greenblatt, R., Gumbs, S., Lemboye, S., Blanchard, J. and Bunn, H. 2021. Educational Psychology in the Virtual World: A Small Study on Practice Adaptations During the COVID-19 Pandemic and Potential Benefits for Future Services. Educational Psychology Research and Practice. 7 (2), pp. 1-11. https://doi.org/10.15123/uel.8q73v
Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 2
Thomas, M., Gersch, I. S., Li, C., Done, E. J., Greenblatt, R., Leatherbarrow, J., Jones, L., O'Leary, S., Blok, B., Devey Smith, L., Gellett, R., Howard, P., Luddington, J., Morgan, H., Knowler, H., Shield, W., Baynton, H., Gumbs, S., Lemboye, S., Blanchard, J., Bunn, H., Woods, K., Thomas, G., Tyldesley, K. and Atkinson, C. 2021. Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 2. School of Psychology, University of East London. https://doi.org/10.15123/uel.8q734
Professional Doctorate in Educational and Child Psychology at the University of East London: Position Statement on Anti-Racism and Decolonisation
Thomas, M., Giles, P., Browne, L., Robinson, M., Bunn, H. and Rowley, J. 2020. Professional Doctorate in Educational and Child Psychology at the University of East London: Position Statement on Anti-Racism and Decolonisation. Educational Psychology Research and Practice. 6 (1), p. 1–7. https://doi.org/10.15123/uel.89124
Educational Psychology Research and Practice (EPRaP): Volume 6, Issue 1
Williams, A. R., Wright, R., Kusi, J., Robinson, T., Mahdi, S., Agyeman, D., Mitchell-Blake, T., Mclean, A., Thomas, M., Lichwa, H., Giles, P., Browne, L., Robinson, M., Bunn, H. and Rowley, J. 2020. Educational Psychology Research and Practice (EPRaP): Volume 6, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.8911q
The Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services?
Bunn, H., Turner, G. and Macro, E. 2019. The Wellbeing Toolkit Training Programme: A Useful Resource for Educational Psychology Services? Psychology in Russia: State of the Art . 12 (4), pp. 210-225. https://doi.org/10.11621/pir.2019.0413
Work to be done? A survey of educational psychologists exploring their contribution to special schools for profound and multiple learning difficulties
Winter, S. and Bunn, H. 2019. Work to be done? A survey of educational psychologists exploring their contribution to special schools for profound and multiple learning difficulties. British Journal of Special Education. 46 (1), pp. 53-75. https://doi.org/10.1111/1467-8578.12252
My New School transition to high school for children with special educational needs in England – findings and ideas for practice
Bunn, H. and Boesley, L. 2019. My New School transition to high school for children with special educational needs in England – findings and ideas for practice. Support for Learning. 34 (2), pp. 128-147. https://doi.org/10.1111/1467-9604.12244
A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs
Robinson, N., Bunn, H. and Gersch, I. 2017. A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs. Educational Psychology Research and Practice. 3 (2), p. 2–18. https://doi.org/10.15123/uel.88718
Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2
Thomas, M., Robinson, N., Skelton, R., Leonard, M., Syeda, M., Wood, H., Berridge, L., Bunn, H., Gersch, I., Atkinson, C. and Wong, B. 2017. Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2. School of Psychology, University of East London. https://doi.org/10.15123/uel.88716