Understanding the identification of Special Educational Needs in England: the current reality from classroom to policy level

了解英格兰特殊教育需求的识别：从课堂到政策层面的当前现实

• 批准号: 2269060
• 金额: --
• 依托单位: UNIVERSITY OF EXETER
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2269060
• 关键词: Understanding; identification; Special; Educational; Needs

The field of provision for children with special educational needs (SEN) has been a challenging aspect of education, with tensions at all levels, from policy to classroom, including the identification of SEN. This research, which will focus on the understanding of the identification of SEN, aims to facilitate a greater common understanding of SEN and so contribute to improving the effective use of limited education resources, and facilitate the equitable distribution of these resources.This proposal builds on my MA dissertation which indicated conflicting understandings concerning the identification of SEN. This study will focus particularly on three categories of SEN, within three localauthorities (LAs) in the South West of England; Moderate Learning Difficulties (MLD), Autistic Spectrum Disorder (ASD) and Social, Emotional and Mental Health (SEMH). MLD and ASD have been selected because they are the most common primary types of need at the two levels of SEN, SEN support and Education Health and Care (EHC) plan (DfE, 2018a). Of the four categories of SEN in the current Special Educational Needs and Disability code of practice: 0-25 years (DfE and DoH, 2015) (The Code), SEMH is the only category to have changed formally since the 2001 Code (DfES). SEMH replaces the previous category which referenced behaviour explicitly. Despite this change, the place of behaviour within SEN is largely unresolved. The ASD category is perceived to have expanded and challenging behaviour still informs the new category of SEMH.Utilising strong existing links to regional educational psychology services (letters of support following), this study will examine the understanding, at LA and school level, of these particular SENs within the LAs of Devon, Plymouth and the City of Bristol, which contain both rural and urban characteristics. Ofsted (2018), the inspection agency, has highlighted the current national crisis in SEN. Parental challenge of SEN identification and provision decisions has recently resulted in judicial review of LAs' SEN funding plans, further indicating current policy and practice challenges around SEN identification and provision. In response to national concerns, the House of Commons Education Committee is currently reviewing SEN policy and practice.This project's general aim is to explore and clarify understandings of SEN, specifically at school and LA level, with particular reference to the identification of MLD, ASD and SEMH.1. Examine data trends in 3 LAs for the identification of MLD, ASD and SEMH at the level of SEN Support and EHC plan.Research Questions: Regarding the recorded identification of MLD, ASD and SEMH in primary, secondary and special schools, what trends can be identified from 2010 - 2018 for the 3 SEN categoriesi. Within each of the 3 LAsii. Across the 3 LAsiii. Compared to national trends?2. Exploratory survey of decision-makers' identification of SEN in 3 LA areas. In this part the survey will involve:1. LA decision-makers regarding EHC plan identification (for pupils with more significant SENs) trends and processes,2. Primary and secondary school Special Educational Needs Coordinators (SENCos) regarding SEN Support identification (for pupils with less significant SENs) in their schools,3. Parents' perspectives on SEN identification.ResearchQuestionsi. What are participants' understandings of SEN and its identification with particular reference to the identification of MLD, ASD and SEMH?ii. What issues do they identify associated with SEN identification and what improvements do they consider are required?I am particularly aware of the need for sensitivity in exploring views around SEN and identification of need, especially with children and parents, and undertake to conduct research 'to the highest ethical standards in any and all contexts' (BERA, 2018).

为有特殊教育需要的儿童提供服务一直是教育的一个具有挑战性的方面，从政策到课堂，包括对特殊教育需要的识别，各个层面都存在紧张关系。本研究将重点放在对特殊教育需要的识别的理解上，旨在促进对特殊教育需要的更广泛的理解，从而有助于提高有限教育资源的有效利用，并促进这些资源的公平分配。该提案建立在我的硕士论文的基础上，该论文指出了关于SEN识别的相互矛盾的理解。本研究将特别关注英格兰西南部三个地方当局（LAs）内的三类SEN；中度学习困难（MLD）、自闭症谱系障碍（ASD）和社会、情感和精神健康（SEMH）。之所以选择MLD和ASD，是因为它们是SEN支持和教育健康与护理（EHC）计划两个层面上最常见的主要需求类型（DfE, 2018a）。在现行《特殊教育需要和残疾实务守则》的四个特殊教育需要类别中：0-25岁（DfE和DoH， 2015年）（《守则》），SEMH是自2001年《守则》（DfES）以来唯一正式更改的类别。SEMH取代了之前显式引用行为的类别。尽管发生了这种变化，但行为在特殊教育中的地位在很大程度上仍未得到解决。ASD类别被认为已经扩大，具有挑战性的行为仍然影响着SEMH的新类别。利用与区域教育心理学服务的强大现有联系（以下是支持信），本研究将检查洛杉矶和学校层面对德文郡、普利茅斯和布里斯托尔市的洛杉矶的这些特殊SENs的理解，这些SENs包含农村和城市特征。检查机构Ofsted（2018）强调了当前SEN的国家危机，家长对SEN识别和提供决定的挑战最近导致了对LAs SEN资助计划的司法审查，进一步表明当前在SEN识别和提供方面的政策和实践挑战。作为对全国关注的回应，下议院教育委员会目前正在审查特殊教育政策和实践。该项目的总体目标是探索和澄清对特殊教育的理解，特别是在学校和洛杉矶层面，特别是在识别MLD、ASD和SEMH.1方面。在SEN支持和EHC计划层面检查3个la的数据趋势，以确定MLD， ASD和SEMH。研究问题：关于小学、中学和特殊学校中MLD、ASD和SEMH的记录鉴定，从2010年到2018年，三个SEN类别可以确定哪些趋势？在3个lasi中的每一个。横跨3个lasi。与全国趋势相比？洛杉矶3个地区决策者对SEN认同的探索性调查。在这一部分的调查将包括：1。2.洛杉矶决策者关于EHC计划识别的趋势和过程（对于SENs更显著的学生）。2 .中小学特殊教育需要协调员（SENCos）关于学校特殊教育需要支持识别（针对特殊教育需要不太明显的学生）；家长对特殊教育障碍识别的看法。研究问题。参与者对特殊语言障碍及其识别的理解是什么，特别是关于MLD、ASD和SEMH的识别？他们认为与特殊环境识别相关的问题是什么？他们认为需要进行哪些改进？我特别意识到，在探索SEN周围的观点和需求识别时，特别是在儿童和父母身上，需要保持敏感性，并承诺“在任何和所有情况下都以最高的道德标准”进行研究（BERA, 2018）。