Academic progress from the perception of children with SEND: an IPA study
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.
|Authors||Wagner, K. and Bunn, H.|
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.
|Keywords||special educational needs; additional needs; academic progress; perceptions; education; pupil voice|
|Journal||Educational Psychology in Practice|
|Journal citation||36 (1), pp. 52-68|
|Publisher||Taylor & Francis for Association for Educational Psychologists|
|Accepted author manuscript|
File Access Level
|Digital Object Identifier (DOI)||doi:10.1080/02667363.2019.1674250|
|Web address (URL)||https://doi.org/10.1080/02667363.2019.1674250|
|Online||26 Oct 2019|
|Publication process dates|
|Accepted||27 Jun 2019|
|Deposited||09 Jul 2019|
|Copyright holder||© 2019 Taylor & Francis.|
|Copyright information||This 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.|
Accepted author manuscript
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