A thematic analysis of the family experience of British mainstream school SEND inclusion: can their voices inform best practice?

Dunleavy, A and Sorte, R (2022) A thematic analysis of the family experience of British mainstream school SEND inclusion: can their voices inform best practice? The Journal of Research in Special Educational Needs, 22 (4). pp. 332-342. ISSN 1471-3802

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Abstract

Inclusion of special educational needs and disabilities (SEND) in the UK mainstream school provision has been identified as a human right in the United Nations Convention for the Rights of Persons with Disabilities (UNCRPD). The UK Children and Families Act of 2014 stipulates that children in mainstream school provision must have access to appropriate SEND support, and it protects the families right to be included in these decisions. The present study investigates the parent perspective of mainstream school SEND inclusion, highlighting the impact on family life. Thematic analysis was used to identify themes from the data, derived from answers to open-ended questions presented in a questionnaire format. Master themes recorded were: the family experience of (1) discrimination, (2) lack of diversity and inclusion awareness from others, (3) advocacy, (4) well-being and mental-health decline (including economic decline) and (5) damage to the family relationships. This study unearthed that adherence to the SEND legislation has been sorely misunderstood by some schools. Future research could investigate the relation between the level of inclusion training that staff have received, with staff attitudes towards inclusion and the well-being of families experiencing SEND inclusion to inform teacher training.