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.
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
ISSN0266-7363
Year2019
PublisherTaylor & Francis for Association for Educational Psychologists
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi: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.
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Accepted author manuscript

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