Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain

Parsons, Sarah; Lewis, Ann; Davison, Ian; Ellins, Jean; Robertson, Christopher

doi:10.1080/00131910802684755

Cited by 30 publications

(38 citation statements)

References 23 publications

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“…There may be problems in relation to the level of agreement of these judgments and the understandings parents have of the categories given. A survey by Parsons et al. (2009) of 562 parents of children with SEN and/or disabilities looked at their satisfaction with the educational provision for their children in Great Britain.…”

Section: Child Variablesmentioning

confidence: 99%

“…Parents of children with special educational needs (SEN) have had the right to choose the school they would like their child to go to increasingly underpinned by legislation (DfE, 1994, 1996; DfES, 2001; UK Government, 1981, 1993, 1995, 2001). There is evidence in the literature to suggest that this is having an impact on the pattern of placement of pupils with SEN (Parsons et al., 2009). This may sometimes be resulting in pupils with very similar needs being educated in mainstream school, resourced provision or special school settings as a result of parents exercising this right.…”

Section: Introductionmentioning

confidence: 99%

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What factors influence the decisions of parents of children with special educational needs when choosing a secondary educational provision for their child at change of phase from primary to secondary education? A review of the literature

Byrne

2011

Research in Spec Educ Needs

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This review presents the results of a literature scoping exercise looking at the decisions parents of children with special educational needs (SEN) make when choosing a secondary placement to send their child at change of phase. The review reports on studies that were conducted in England and other areas of the UK as well as in Australia and the USA because there has been only a limited amount of research into this area conducted in an English context. In addition, some of the papers do not discuss school choice specifically but cover related themes. The study identifies a number of broad factors that impact on parents' decision‐making: the age of the child, the nature and degree of the SEN; the socio‐economic status of the parents; the child's experience of inclusion in the primary phase; the secondary schools philosophy, capacity and perceived commitment to SEN; beliefs about teacher's skills, knowledge, capacity and attitudes; and the influence of other people, for example family, friends and professionals.

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Section: Child Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What factors influence the decisions of parents of children with special educational needs when choosing a secondary educational provision for their child at change of phase from primary to secondary education? A review of the literature

Byrne

2011

Research in Spec Educ Needs

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“…These discussions in turn primarily relate to debates about inclusive and "special" education (see for example Norwich 2002;Lindsay 2003;Parsons et al 2009). The social model of disability (Oliver 1990;Oliver and Campbell 1996;Swain et al 2004) makes a key distinction between "impairment" and "disability".…”

Section: Models Of Disabilitymentioning

confidence: 99%

Tackling the barriers to disabled parents’ involvement in their children’s education

et al. 2011

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Promoting parental participation plays a significant role in education policies across Britain. Previous research has identified various barriers to involving disabled parents. This paper reports findings from part of a study examining disabled parents' engagement in their children's education, which focused on good practice. Twenty-four case studies were conducted with parents with a range of impairments. Common themes are drawn out, including the perceived importance and benefits of involvement, the need for effective communication and access, both to buildings and information, and the significance of an inclusive school ethos. The findings are discussed in the context of previous research. While some findings accord with the social model of disability, it is argued that more nuanced understandings of disability, which take more account of personal experience, offer a fuller explanation. Implications for policy and practice are discussed including staff training, facilitating disclosure of impairment and local authority responsibilities

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“…Their confidence in the system is variable (HoC Education and Skills Select Committee, 2007;Lamb, 2009), but there is also evidence that affected parents hold largely positive views about educational provision (Parsons et al, 2009). Their confidence in the system is variable (HoC Education and Skills Select Committee, 2007;Lamb, 2009), but there is also evidence that affected parents hold largely positive views about educational provision (Parsons et al, 2009).…”

Section: Models Of Partnership Workingmentioning

confidence: 99%

A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015

Hellawell¹

2017

British J Special Edu

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This article contributes a current thematic review of literature about the challenges of productive parent-professional partnership working relating to children and young people with special educational needs and disabilities (SEND). It also reports on an empirical project which explored early experiences of professionals working under the newly statutory SEND Code of Practice 2015 and asks what new challenges have emerged for SEND parent-partnerships. Particular consideration is given to the language of choice and preference in the Code, the new focus on outcomes in the place of specified provision, and the problematic construction of compliant partners.

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Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain

Cited by 30 publications

References 23 publications

What factors influence the decisions of parents of children with special educational needs when choosing a secondary educational provision for their child at change of phase from primary to secondary education? A review of the literature

What factors influence the decisions of parents of children with special educational needs when choosing a secondary educational provision for their child at change of phase from primary to secondary education? A review of the literature

Tackling the barriers to disabled parents’ involvement in their children’s education

A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015

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