Evaluating Children’s Participation in SEN Procedures: Lessons for educational psychologists

Abstract

This paper reports the findings from a study of the participation of children with special educational needs (SEN) in decision‐making about their needs in a sample of mainstream schools which were self‐selected for having promising practices. The findings show promising practices in eliciting views, the importance of a school participation ethos and inconsistencies between policy and practices. The study also illustrates the complexity and challenge of consulting and sharing decision making with children and young people. The outcomes are discussed in terms of educational psychologists becoming involved in research and in supporting whole school developments of participation practices.

Notes

1. Emma Amphlett, Emma Cook, Elle Davies, Catherine Dunnett, Jenny Edmunds, Katie Ellis, Julie Gudgeon, Maria Latsa, Lisa McSpadden, Hannah Norman, Caro Strover, Sam Taylor and Nicky Wills (they are now all qualified and practising EPs)