Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain
Satisfaction with educational provision for children with SEN or disabilities: a national postal survey of the views of parents in Great Britain
The success and quality of educational provision for children with SEN and / or disabilities is a matter of considerable debate, with wide differences reported by parents. Extant evidence is limited by sampling bias and size making the true extent of (dis)satisfaction difficult to gauge. This paper reports systematic, comparative evidence from a factor analysis of a large sample of diverse parents (n=562) in Great Britain, surveyed on key aspects of provision such as choice of school and influence of attitudinal and environmental factors. In contrast to dominant notions of widespread unhappiness amongst parents, a largely positive view of educational provision was found. Parents of children with psychosocial difficulties in mainstream schools were the main exceptions, being the least satisfied with provision. These findings offer a timely and welcome balance in the highly contentious debate on where and how additional support for children and young people with SEN or disabilities takes place.
19-47
Parsons, S.
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Lewis, A.
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Davison, I.
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Ellins, J.
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Robertson, C.
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February 2009
Parsons, S.
5af3382f-cda3-489c-a336-9604f3c04d7d
Lewis, A.
99987827-edf2-4157-b60b-81f262505bd0
Davison, I.
b45e7b21-2c9a-46a6-8939-7eb3136305db
Ellins, J.
b617816f-16ac-484a-933f-71aff0ce7d10
Robertson, C.
24a33dcb-1302-411e-8cfe-53fbf06c6729
Parsons, S., Lewis, A., Davison, I., Ellins, J. and Robertson, C.
(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), .
(doi:10.1080/00131910802684755).
Abstract
The success and quality of educational provision for children with SEN and / or disabilities is a matter of considerable debate, with wide differences reported by parents. Extant evidence is limited by sampling bias and size making the true extent of (dis)satisfaction difficult to gauge. This paper reports systematic, comparative evidence from a factor analysis of a large sample of diverse parents (n=562) in Great Britain, surveyed on key aspects of provision such as choice of school and influence of attitudinal and environmental factors. In contrast to dominant notions of widespread unhappiness amongst parents, a largely positive view of educational provision was found. Parents of children with psychosocial difficulties in mainstream schools were the main exceptions, being the least satisfied with provision. These findings offer a timely and welcome balance in the highly contentious debate on where and how additional support for children and young people with SEN or disabilities takes place.
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Published date: February 2009
Organisations:
Social Justice & Inclusive Education
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Local EPrints ID: 170379
URI: http://eprints.soton.ac.uk/id/eprint/170379
ISSN: 0013-1911
PURE UUID: 36447c98-9e72-4007-902a-f64e577f06a0
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Date deposited: 05 Jan 2011 17:41
Last modified: 14 Mar 2024 02:56
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Author:
A. Lewis
Author:
I. Davison
Author:
J. Ellins
Author:
C. Robertson
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