Stakeholders’ perspectives on the decision-making process regarding reasonable accommodations for students with SEN: a concept mapping study

Abstract

ABSTRACT Reasonable accommodations (RA) and the accompanying decision-making process for students with SEN can be vague. Often a clear definition of RA to facilitate the decision-making process with various actors is missing. In this study, insight is gained into what four stakeholder groups described as important in the decision-making process regarding RA for students with SEN. Data were gathered and analysed by the use of concept mapping methodology, and concept maps were constructed based on the participants’ clustering and ranking of statements. Afterward, the similarities and differences between the concept maps of all participating groups were identified based on reoccurring statements and themes. Participating actors were teachers, principals, professionals of the Pupil Guidance Centre (PGC), and parents of children with SEN, all living and working in Flanders (the Dutch-speaking part of Belgium). The most important cluster for teachers refers to the student as the central point of attention. For Professionals of the Pupil Guidance Centre (PGC), consensus and communication were perceived as the most essential. Principals referred to students’ and teachers’ needs as most important. Parents referred to respect for the parental perspective as the main point of attention when making decisions regarding RA for students with SEN.