Academic progress from the perception of children with SEND: an IPA study

Abstract

ABSTRACTIn 2014 in England a new Special Educational Needs and Disabilities (SEND) Code of Practice (CoP) was introduced. Available data on the impact of the CoP in the area of SEND are inconclusive; however, it seems that the progress of pupils with SEND falls significantly behind the achievement of all pupils, and that nationally there is considerable variation in their progress. In this exploratory study, qualitative methodology was used to elicit the concept of academic progress from the viewpoint of a group of pupils with SEND. Six children were recruited and their views were ascertained using semi-structured interviews; transcripts were analysed using Interpretative Phenomenological Analysis (IPA). Four master themes emerged from analysis: a process for future gains, defined by outside checks; various influences; and associated feelings. Findings are discussed in relation to relevant psychological theory and research. Implications for educational psychologists, and for those working in wider educational contexts, are explored.