An exploratory study of parent and Educational Psychologist perceptions of dual educational placements

Abstract

This research explores the perceptions of dual educational placements held by parents who have experience of their child receiving this category of education and the perceptions of dual educational placements held by Educational Psychologists who have encountered this type of education during their practice. The aim of the research was an initial investigation into this area, which has experienced minimal previous research, to obtain an overview of aspects considered important in dual educational placements. This was conducted using a qualitative methodology, involving interviews with seven parents and eight Educational Psychologists to collect data; this data was subsequently thematically analysed. The research findings suggested that, despite much governmental legislation promoting inclusive education, parents and Educational Psychologists expressed that a dual educational placement can, at times, meet a child‟s special educational needs more effectively than a mainstream or an alternative placement alone. The research findings indicate that systemic factors are important for determining the effectiveness of a dual educational placement, as well as consideration of individual characteristics of a child‟s special educational needs. Participants noted various benefits and limitations of mainstream and alternative educational placements. As such, this research claims that a dual educational placement may be able to overcome tensions between the benefits and limitations found at individual placements, and provide a balanced placement which could cater for a child‟s needs holistically. The findings from this research may have implications of supporting existing and future evidence-based practice of educational placement of children with SEN.