The language of SEND

Codina, Geraldene; Wharton, Julie

doi:10.4324/9780367821463-4

Cited by 2 publications

(1 citation statement)

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“…For example, those researching in the field of special education may align with biological research rooted in the language of alleviation and cure or could be focused on a sociological perspective which exposes oppression and discrimination. Whilst a focus on terminology and language is emphasized as critical to the disaggregation of ontological perspectives [2], consensus is challenging, with terms like inclusion being applied in paradigmatically different ways. The range of cultures of knowledge across these research paradigms has been argued, therefore, to leave these related but distinct fields in some disarray [3].…”

Section: The Creation Of Inclusion and Send Knowledgementioning

confidence: 99%

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Codina,

Robinson

2024

Education Sciences

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In 2022, the authors of this paper were awarded with three years’ government funding to support seventy-five English schools and Further Education colleges with the running of their own Action Research for inclusion and special educational needs projects (ISEND). Based on the funder’s interest in the identification and scaling-up of the evidence-base for SEND practice, this reflective account analyzes the evidence-base drawn upon and created by the Action Researchers for ISEND and the efficacy of the approach. Adopting an interpretivist, qualitative approach to content analysis, this paper analyzes data from the first seven completed Action Research for ISEND projects. Aligned with Dewey’s scientific model of reflection, analysis shows the Action Researchers for ISEND draw upon a complex synthesis of contextualized understanding, broadened horizons (including collaborative working and study), deepened and/or reshaped understandings, and data analysis to form their theorizations of praxis. Bearing no relation to evidence-based practice, the Action Researchers for ISEND adopt a constructivist ontology towards the inclusion of children with SEND, which challenges positivistic paradigms of “what works” in SEND and embeds a praxis of democracy which frequently includes the voices of learners with disabilities in decision making processes.

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Section: The Creation Of Inclusion and Send Knowledgementioning

confidence: 99%

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Codina,

Robinson

2024

Education Sciences

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Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of expertise: The case of the end of year three evaluation of the access and inclusion model

Sheridan¹,

Robinson

Codina

et al. 2022

Front. Educ.

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Seventeen Practitioner Researchers (PRs) were engaged as co-researchers in an evaluation commissioned by Ireland’s Department of Childhood, Equality, Disability, Integration, and Youth (DCEDIY), as an innovative aspect in methodological design. The evaluation investigated the implementation and impact of Ireland’s award winning policy for the inclusion of children with disabilities in mainstream pre-schools, the Access and Inclusion Model (AIM). As co-researchers in the project, the PRs constructed case studies of pre-schools, and children who were being supported by AIM. In this context, this paper draws on feminist theory to present the rationale for involving PRs as co-researchers in evaluations of high profile national programs like AIM. It also applies thematic analysis to a critical reflection written by one co-researcher (who is also the lead author), in which she writes about her gendered experience of being a PR. Thematic Analysis (TA) is applied to this critical reflection to explore the way in which the PR role may have impacted on her professional identity and agency. Three themes were constructed from the TA which included expertise as a resource for advocacy, personal and professional development, and continual learning and inclusive practice. The findings were interpreted through a feminist lens, and cast light on the way that the PR frames professional potency within more feminine constructions of power related to care, nurture, collaboration, nurturing and enabling. They also demonstrate how, in this particular case, the PR role had a transformative impact on expert identity, and enriched capitals for empowering others. The paper ends with a call for more participative approaches to the evaluation of national policies through the engagement of practitioners as researchers. It is argued that this would result in evaluations that were more attuned to the vernacular of practice, and hence more impactful. It also offers opportunities for professional development whilst symbolizing the validation of practitioner expertise by policy makers in a feminized sector where, low pay and low status have long been issues of concern.

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The language of SEND

Cited by 2 publications

References 1 publication

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of expertise: The case of the end of year three evaluation of the access and inclusion model

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