What Meaning Do Children with Special Educational Needs Assign to Academic Progress and What Do They Think Makes Them Get Better? an Interpretative Phenomenological Analysis.

This research is a qualitative study which presents the experiences of six children with special educational needs (SEN). Specifically, it explored the concept of academic progress from the viewpoint of the participants, with the aim of gaining an understanding of how children with additional needs understand this concept. Furthermore, it aimed to ascertain what these children find helpful in school.
A systematic literature search sought to explore and present key research relevant to this study. It concluded that there is very little research in the current literature exploring this topic. Furthermore, the population used in this study is underrepresented in research available.
In this study, six children from a mainstream primary school were recruited. They were all receiving SEN Support in school but did not have Education, Health and Care Plans (EHCPs). The participants were interviewed using semi-structured interviews 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. The study is considered as relevant for Educational Psychologists, and to those working in wider educational contexts. Suggestions for future research are made in order that the findings can be extended further.