Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724231
Title: Inclusion : using pupil voice to explore and improve the experience of pupils with special educational needs in a mainstream secondary school
Author: Beaver, Lois
ISNI:       0000 0004 6423 8376
Awarding Body: University of Reading
Current Institution: University of Reading
Date of Award: 2017
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Abstract:
This doctorate is a case study undertaken in an all girls' comprehensive school where the author is the Special Educational Needs Co-ordinator (SENCo). The research set out to use pupil voice to explore the experience of 13 pupils with Special Educational Needs (SEN) in a mainstream secondary school. Although, this is a small scale research project the intention was that by asking the pupils about their experiences, examples of good practice would be identified as well as areas for improvement. Therefore, the aim of this research was to provide another dimension, pupil voice, to improve provision for the pupils currently at the school, as well as for future pupils or for pupils in similar situations at other schools. The research revealed that although pupils had very personalised experiences there were a number of COmmon themes. Pupils were able to offer insight into the extent that they felt part of the school community as a whole and the reasons behind this. They also commented on the support which they received, both academically and pastorally, as well as giving recommendations for others. Finally, pupils commented on the importance of having ownership of making and maintaining friendships, without adult interventions. The findings show that the reasons that pupils with SEN felt part of the school, focussed on involvement in wider school life, including extra-curricular activities and relationships with adults and friends. In general, the pupils were happy with their in-class support from TAs and teachers, as well as interventions outside of the classroom with specialist teachers. The research concludes that by giving pupils with SEN a voice, they can feel more valued and more confident. Similarly, teachers and the school can benefit by being able to identify areas of good practice and areas which require improvement, from a pupil perspective.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.724231  DOI: Not available
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