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Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools

Webster, RE; Blatchford, P; (2019) Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools. European Journal of Special Needs Education , 34 (1) pp. 98-113. 10.1080/08856257.2018.1458474. Green open access

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Abstract

This paper reports on results from a descriptive study of the nature and quality of the day-to-day educational experiences of 49 13–14 year olds with special education needs and/or disabilities (SEND). All pupils had either an Education Health and Care Plan (EHCP) or a Statement, and attended in mainstream secondary school in England. Pupils involved in the SEN in Secondary Education study were shadowed for several days over a school week. Researchers prepared pupil-level case studies on the basis of data from qualitative observations and semi-structured interviews with pupils and key school staff involved in their learning and development. The case studies were subjected to a thematic analysis. Results are presented in terms of two inter-related themes – (i) teaching and support; and (ii) differentiation – which address approaches to, and expressions of, inclusive practice; the roles of teachers and teaching assistants; and the defining features of teaching and support for SEND. The results are considered in view of the inclusiveness, appropriateness and effectiveness of provision on offer to pupils with high-level SEND. We conclude there has been a systemic and long-standing failure to fully address the educational needs of such pupils, and suggest what schools could do to provide higher quality experiences.

Type: Article
Title: Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/08856257.2018.1458474
Publisher version: http://doi.org/10.1080/08856257.2018.1458474
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Inclusion, differentiation, pupil voice, teaching assistants
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development > IOE - PHD Centre for Inclusive Educ
URI: https://discovery.ucl.ac.uk/id/eprint/10046011
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