Parental experiences of accessing assessments for special educational needs

Abstract

AbstractAn individual is considered to have special educational needs (SEN) if they require special educational provision to enable them to access education (British Educational Research Journal, 2011, 37, 421). In 2014, a new SEN code of conduct was established, which saw further amendments the following year (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf, 2015). Research has suggested that, prior to these reforms, many parents were dissatisfied with the process of accessing SEN assessments. Literature focusing on parental experiences since the reforms remains limited and often only relates to children with an Education and Health Care Plan (EHCP). This phenomenological research aims to provide an insight into the experiences of parents who have tried to access assessments for their child's possible SEN since the 2014 SEN reforms. Five participants, who had engaged with the SEN system, were selected using purposive sampling. Semi‐structured interviews were used to gain in‐depth qualitative data surrounding their experiences. Thematic analysis of the data indicates that parents are having to persistently fight to access assessments, which can affect the well‐being of the whole family.