Parental preference and its impact upon a market force approach to special education

Abstract

Bernadette Knill (Deputy Head Teacher, Carisbrooke School, Middlesbrough) and Keith Humphreys (Principal Lecturer, Special Educational Needs Resource Centre, University of Northumbria) consider the influence of parental preference upon education in general, and special education in particular.

The home‐education of children with special needs or disabilities in the UK: views of parents from an online survey

“…At one level, the decision to home-educate could be interpreted as the ultimate in exercising consumer choice; signalling a rejection of the standard available options in favour of something more desirable and fit for purpose. However, one difficulty with a consumer driven ethos in educational provision is the inequity it can create by some parents (well-educated and articulate) being able to exercise their right to choose through engaging with the process and others (often from more deprived backgrounds) not willing or able to do so (House of Commons Education and Skills Committee 2006; Knill and Humphreys 1996;Riddell, Brown, and Duffield 1994;Riddell et al 2002).…”

Variations on a theme: parents and teachers talking

“…The growth of new forms of accountability within education has been instrumental in changing the perceptions of the roles and functions of teachers and parents in education (Sayer, 1989; Munn, 1993; Knill and Humphreys, 1996). Educational reforms have resulted in confusion leading to a lack of clarity as to the nature of the educating role, and a blurring of the distinctive positions held by both parents and teachers.…”