Identifying solutions to overcome the barriers to pupil participation; a Delphi study of the SEND professional perspective

Abstract

Professionals who elicit the voice of children and young people with special educational needs and disabilities (SEND) have a commitment to ensure a person‐centred approach to assessment, as per the Children and Families Act (2014). However, there are recognised barriers to eliciting voice that inhibit meaningful pupil participation within assessments for an Education, Health and Care Plan and in Annual Reviews. A three‐round Delphi method was carried out with eight professionals from one local authority and a local specialist school, in order to develop consensus on the characteristics of meaningful participation and provide solutions to the perceived barriers when eliciting voice. Findings show that the most significant barriers to eliciting pupil's voice include the child or young person's language and cognitive ability, along with their anxieties and fears of meeting professionals. Professionals felt the limits to participation can be overcome by prioritising a child or young person's views within an assessment and using creative methods to elicit their voice. A document of good practice was produced from the findings based on the professionals' feedback. The resulting document could inform training and professional development for SEND professionals when eliciting pupil's voice.