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Disability & Society Volume 18, 2003 - Issue 3
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Original Articles

Awkward Customers? Parents and Provision for Special Educational Needs

NEIL DUNCAN Special Needs and Inclusion in Society, School of Education, University of Wolverhampton, Gorway Road, Walsall, West Midlands, WS1 3BD, UK
Pages 341-356 | Published online: 01 Jul 2010

Citations (20)

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Sarah Parsons, Hanna Kovshoff, Efstathia Karakosta & Kathryn Ivil. (2023) Understanding holistic and unique childhoods: knowledge generation in the early years with autistic children, families and practitioners. Early Years 43:1, pages 15-30.
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Gareth Newman & Alex Owen. (2021) A qualitative investigation of factors preventing parents of typically developed and SEN/D children from taking advantage of the two-year-old funding offer. Early Child Development and Care 191:3, pages 338-348.
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Eleni Lithari & Chrissie Rogers. (2017) Care-less spaces and identity construction: transition to secondary school for disabled children. Children's Geographies 15:3, pages 259-273.
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Louise Lightfoot & Caroline Bond. (2013) An exploration of primary to secondary school transition planning for children with Down’s syndrome. Educational Psychology in Practice 29:2, pages 163-179.
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David Thompson & Mahmoud Emira. (2011) ‘They say every child matters, but they don't’: an investigation into parental and carer perceptions of access to leisure facilities and respite care for children and young people with Autistic Spectrum Disorder (ASD) or Attention Deficit, Hyperactivity Disorder (ADHD). Disability & Society 26:1, pages 65-78.
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Jan Nespor & David Hicks. (2010) Wizards and witches: parent advocates and contention in special education in the USA. Journal of Education Policy 25:3, pages 309-334.
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Roger Jennens. (2009) Munchausen Syndrome by Proxy: Implications for Professional Practice in Relation to Children's Education. Child Care in Practice 15:4, pages 299-311.
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Jan Nespor, David Hicks & Anna‐Maria Fall. (2009) Time and exclusion. Disability & Society 24:3, pages 373-385.
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Sarah Parsons, Ann Lewis, Ian Davison, Jean Ellins & Christopher Robertson. (2009) Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain. Educational Review 61:1, pages 19-47.
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Mara Westling Allodi. (2007) Children with cognitive disabilities in a Swedish educational context: reflections from a case study. Disability & Society 22:6, pages 639-653.
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Articles from other publishers (10)

Zoe Starkie. (2023) Parental experiences of accessing assessments for special educational needs. Journal of Research in Special Educational Needs.
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Steven Lucas & Philip John Archard. (2021) Early help and children’s services: exploring provision and practice across English local authoritiesIntroduction. Journal of Children's Services 16:1, pages 74-86.
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Christy M. Borders, Marcus Daczewitz & Kristi M. Probst. 2019. Special Education Transition Services for Students with Disabilities. Special Education Transition Services for Students with Disabilities 69 82 .
Steven Lucas. (2019) The assembly of active participation by parents of children subject to a multi‐agency model of early intervention in child and family services. Child & Family Social Work 24:4, pages 529-536.
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Mairi Ann Cullen & Geoff Lindsay. (2019) Special Educational Needs: Understanding Drivers of Complaints and Disagreements in the English System. Frontiers in Education 4.
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Elda Nikolou‐Walker. 2019. The Wiley Handbook of Global Workplace Learning. The Wiley Handbook of Global Workplace Learning 83 94 .
Karen E. Broomhead. (2018) Perceived responsibility for developing and maintaining home-school partnerships: the experiences of parents and practitioners. British Journal of Special Education 45:4, pages 435-453.
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Catherine M. Brown & Bridget Leary. 2013. Treating NVLD in Children. Treating NVLD in Children 247 279 .
Magdalena Janus, Lauren Kopechanski, Ruth Cameron & Debra Hughes. (2007) In Transition: Experiences of Parents of Children with Special Needs at School Entry. Early Childhood Education Journal 35:5, pages 479-485.
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Anthea Asprey & Tricia Nash. (2006) The importance of awareness and communication for the inclusion of young people with life‐limiting and life‐threatening conditions in mainstream schools and colleges. British Journal of Special Education 33:1, pages 10-18.
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