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

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.

KEYWORDS:

• Reasonable accommodations
• inclusive education
• primary mainstream education
• students with SEN
• decision-making process
• concept mapping

Acknowledgements

We would like to thank all people who participated in the focus groups and expert group.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Author contribution

All authors who contributed to the manuscript, agree to the order of authors as listed above.

Additional information

Funding

This study was funded by internal funding of KU Leuven, more specifically the research fund of prof., dr. Sara Nijs of the Parenting and Special Education Research Unit of KU Leuven.

Notes on contributors

Laura Fluyt

Laura Fluyt is PhD student at the Parenting and Special education research unit of the Faculty of Psychology and Educational Sciences of KU Leuven. Her research is focused on the decision-making process regarding reasonable accommodations for students with special educational needs in primary education. Laura’s research interests lie in inclusive and special education for students with special educational needs, decision-making processes regarding support in education, and parental and student engagement in inclusive education.

Jolien Delafontaine

Jolien Delafontaine is PhD student at the Parenting and Special education research unit of the Faculty of Psychology and Educational Sciences of KU Leuven. Her doctoral research is focused on effective teaching for students with special educational needs in inclusive and special education classroom settings.

Sara Nijs

Sara Nijs is assistant professor at the Parenting and Special education research unit of the Faculty of Psychology and Educational Sciences of KU Leuven. She conducts research in the field of inclusive and special education for students with special educational needs.