Evaluating Children’s Participation in SEN Procedures: Lessons for educational psychologists
Abstract
This paper reports the findings from a study of the participation of children with special educational needs (SEN) in decision‐making about their needs in a sample of mainstream schools which were self‐selected for having promising practices. The findings show promising practices in eliciting views, the importance of a school participation ethos and inconsistencies between policy and practices. The study also illustrates the complexity and challenge of consulting and sharing decision making with children and young people. The outcomes are discussed in terms of educational psychologists becoming involved in research and in supporting whole school developments of participation practices.
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Giving children a voice in decisions that affect them can help children feel more in control, which for children with SEMH difficulties can have a significant impact on their emotional well-being and feelings of settling in at school.
“In addition, giving children a voice in decisions that affect them can help children feel more in control, which for children with SEMH difficulties can have a significant impact on their emotional well-being and feelings of settling in at school (Norwich & Kelly 2006).”
From What emotional‐centred challenges do children attending special schools face over primary–secondary school transition? (2021) · cites this paper as Norwich & Kelly 2006
Cited by
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Mager, U., & Nowak, P. (2012) · Educational Research Review · doi:10.1016/j.edurev.2011.11.001 · Cited by 297 · see citing works
Bagnall, C. L., Fox, C. L., & Skipper, Y. (2021) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12507 · Cited by 32 · see citing works
- Authors
- Norwich, B., Kelly, N., & Training, E. P. I.
- Affiliations
- University of Exeter (GB)
- University of Exeter
- Corresponding author
- Norwich, Brahm
- ORCID
- Norwich, Brahm
- Venue
- Educational Psychology in Practice
- Publisher
- Informa UK Limited
- Published
- 2006-09
- Volume
- 22
- Issue
- 3
- Pages
- 255-271
- ISSN
- 0266-7363 (ISSN-L)
- 1469-5839
- OpenAlex
- W2066530535
- Cited by
- 25
- References
- 0
- Citations by year
- 2024: 1 · 2023: 2 · 2021: 2 · 2020: 4 · 2019: 1 · 2017: 2 · 2016: 1 · 2015: 2 · 2013: 2 · 2012: 5
- FWCI
- 1.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology in Practice (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Education › Inclusive Education and Diversity
- Keywords
- children's participation, special educational needs, educational psychologists, mainstream schools, whole school development
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