Valuing the Child's Perspective A revised student report and other practical initiatives

Gersch, Irvine; Holgate, Andy; Sigston, Allan

doi:10.1080/0266736930090106

Cited by 26 publications

(6 citation statements)

References 2 publications

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“…The experiences of young people with SEN or impairments continues to be an under-researched field and, despite attempts to include their views on their special needs (Armstrong, 1995), their voices are rarely given primacy (Oliver, 1992, Gersch et al 1993). However, for most school-age children it is their parents who must negotiate with SEN professionals, and act as champions where needs are not met or entitlement is withheld (Spiegle & Van den Pol, 1993).…”

Section: Background To the Researchmentioning

confidence: 98%

Awkward Customers? Parents and Provision for Special Educational Needs

Duncan

2003

Disability & Society

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\ud This article selectively reports on a small-scale qualitative exploration of the experiences of families who had undergone recent conflict with special educational needs (SEN) professionals. The data were collected over the spring and summer terms of 2001 from 10 families in two local education authorities (LEAs) in the English midlands. The research aimed to examine the parents' perspectives on points of conflict or dissatisfaction between themselves and education professionals. It was concerned with the parents' points of view regarding their pursuit of desired outcomes for their children and the factors that helped or hindered their endeavours. The project found that the parents' negotiation of the SEN system was held by them to be exceptionally difficult and stressful compared to other troubling issues in their lives. The research suggests that dissatisfactions with SEN provision have important implications for the management of LEA Parent partnership Schemes (PPS) in ameliorating the differences between parental aspirations and governmental ambition

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Section: Background To the Researchmentioning

confidence: 98%

Awkward Customers? Parents and Provision for Special Educational Needs

Duncan

2003

Disability & Society

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“…Information technology is also widely used to enable those with difficulties in physical writing to put their thoughts down through word processing (Detheridge & Detheridge, 1997). The growing practical interest in children's perspectives has also generated various methodologies for doing this (Gersch et al, 1993;Council for Disabled Children [CDC], 1995;Jelly et al, 2000).…”

Section: Research In Eliciting Perspectivesmentioning

confidence: 99%

Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools

Norwich

Kelly

2004

British Educational Res J

176

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This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision‐making in education. Most children expressed positive evaluations of their schools and the teaching they received, while a significant minority expressed mixed views. A significant proportion in the mainstream preferred learning support in withdrawal settings. While the majority in both settings preferred their current school, a significant minority in special school preferred to be in a mainstream setting. A notable emergent theme from the study was the high incidence of ‘bullying’ that was experienced. Though experienced in both settings, those in special schools experienced far more ‘bullying’ by children from other mainstream schools and from peers and outsiders in their neighbourhood. These findings are discussed in terms of the tensions or dilemmas about difference that were experienced and their implications for the move towards greater inclusion.

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“…Other reasons offered include legal obligations (Cooper, 1993 ;Gersch, Holgate, & Sigston, 1993 ;Gersch, 1990Gersch, , 1996 ; the fact that children have a great deal of important information to contribute about themselves (Gersch et al, 1993) ; children's views can help us to understand the effects and evaluate the effectiveness of provision and intervention (Cooper, 1993 ;Gersch, 1996) ; giving children a voice in decision making gives children a sense of ownership, and the exercise of consulting with children conveys to them that they are listened to with respect (Davie & Galloway, 1996).…”

Section: Introductionmentioning

confidence: 99%

Children as Service Evaluators

Hennessy

1999

Child Adolesc Ment Health

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In recent years there has been a growing interest in methods of eliciting children's views on factors influencing their lives. When children's views are sought it is important that this is done in a developmentally appropriate manner with instruments whose psychometric properties are known. The present review describes a variety of methods that have been used to evaluate children's satisfaction with services in education, paediatrics and mental health. The majority of the studies used self‐completion questionnaires and provided only limited information on reliability. Means of establishing reliability and validity in research with children are discussed, as are the variables that have been found to correlate with child satisfaction.

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Valuing the Child's Perspective A revised student report and other practical initiatives

Cited by 26 publications

References 2 publications

Awkward Customers? Parents and Provision for Special Educational Needs

Awkward Customers? Parents and Provision for Special Educational Needs

Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools

Children as Service Evaluators

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