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Abstract
The relationship between home and school is an integral feature of how pupils learn and parents have a central role to play in their child’s education. Philosophical and practical discourse around inclusion has informed and directed inclusive policy in recent years. In Northern Ireland, it has latterly been conducted under the auspices of emerging and revised legislation that is intended to promote the rights of children with special educational needs (SEN) and their families. This paper will examine provision for SEN within the evolving continuum of education in Northern Ireland. The paper will explore findings from the qualitative phase of recent research (O’Connor et al, Citation2003) on parental perceptions of SEN provision and contextualize these within the recent changes in educational policy and legislation. It will examine the research findings and their implications within the context of school practice, institutional and professional development.
Notes
1. Source: Department of Education Research and Statistics Branch (2005). The figure includes all schools except pre‐education centres.
2. Source: Department of Education Research and Statistics Branch (2004).
