Parents choosing to combine special and inclusive early years settings: the best of both worlds?


Flewitt, Rosie and Nind, Melanie (2007) Parents choosing to combine special and inclusive early years settings: the best of both worlds? European Journal of Special Needs Education, 22, (4), 425-441. (doi:10.1080/08856250701650045).

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Description/Abstract

This paper focuses on parents' perspectives of combining special and mainstream services for their children in the early years, offering insights into: how parents came to make this choice for their children's education; what parents expected from the combined provision and how their expectations were being met in practice. The data presented formed part of a small-scale, UK-based study that investigated local discourses and practices operating for young children within a global context of commitment to inclusion. Despite moves towards inclusive early years education in the UK, many parents of young children identified as having special educational needs opt for a combination of both inclusive and special early years settings. A survey sent to early years providers, voluntary groups and parents in three local education authorities (LEAs) in southern England, revealed that the practice of combining placements was widespread. Follow-up interviews with parents of five children revealed rich detail about the processes of choice making and parents' expectations and experiences of combined provision. The research findings have clear implications for the development of inclusive education and its appeal to parents, who may need convincing that it can offer sufficient specialist expertise and resources.

Item Type: Article
ISSNs: 0885-6257 (print)
Related URLs:
Keywords: special educational needs, inclusion, early years, parents, decision-making
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
H Social Sciences > HM Sociology
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 49057
Date Deposited: 22 Oct 2007
Last Modified: 27 Mar 2014 18:32
URI: http://eprints.soton.ac.uk/id/eprint/49057

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