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Personalising Communication during Educational Reviews with Children who have Special Educational Needs
Dyer, Dawn A.
Dyer, Dawn A.
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2016
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Abstract
Current legislation and statutory guidance relating to those identified as having special
educational needs (SEN), emphasises the importance of the involvement of children
and young people and their families in matters affecting their educational experiences.
Due to the heterogeneity of SEN and associated communication difficulties in
particular, there may be challenges in successfully eliciting the views of children and
young people as part of the annual educational review process. For this study, 61
parent/carer participants from across England responded to an online questionnaire.
This was designed firstly to see whether communication methods were differentiated
according to the child’s usual or preferred style of communicating, and secondly
whether person-centred approaches to facilitate the child’s participation and inclusion
had been adopted as part of the process. Correlation analysis found very little evidence
of communication methods being differentiated according to usual preferences
although there was some evidence of different methods being used during reviews.
Further analysis found some evidence that adopting person-centred approaches to
educational reviews had a positive effect on overall outcomes for children and young
people. It is suggested that future research could seek to capture the perspectives, not
only of parents/carers but also of educational practitioners and the children themselves
to allow for greater exploration of some of the issues arising in this paper.
Citation
Dyer, D. A. (2016). Personalising communication during educational reviews with children who have special educational needs (Master's thesis). University of Chester, United Kingdom.
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University of Chester
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Thesis or dissertation
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en