1. Parents as Partners in the Education of Children with SEN
Dr Una O’Connor
UNESCO Centre
University of Ulster

2. ‘… he’s just a child. Sure, he’s got problems, but he’s just a child, and he’s my child and I want to do what’s best for him. Surely that can’t be bad?’

3. Overview Research context Research aim and questions
Development of the project
Findings
Issues for consideration

4. Education in Northern Ireland
Review of Public Administration
Curriculum Review
Bain Review
Burns Report
Costello Report

5. SEN in Northern Ireland
Code of Practice (under review)
SENDO (NI)
Disability Discrimination Act
The Future Role of Special Schools

6. Pupil Demographics
Increase in the number of statements across all school sectors BUT
Decline in pupil numbers
Projected drop of 9%

7. Research Aim
‘investigate, describe and analyse the experiences and perceptions of parents of statemented children in mainstream and special schools in Northern Ireland within an evolving educational environment.’

8. Research Questions
Parents’ perceptions of the assessment and statementing processes;
The phenomenology of parents’ educational expectations for a child with SEN;
The extent that parents view themselves as partners in the decision-making process;
Attitudes and responses towards SEN and disability held by the education system.

9. The Research Procedure
Phase III
Personal
Interview
N=20
Analysis
Phase I
Q’aire
N=1054
Analysis
Phase II
Phone
Interview
N-=96
Analysis

10. Parents as Partners The Partnership Principle
Perceptions of partnership
The expertise of parents
The remit and function of a parent support service
Additional support services

11. Parents as Partners (contd)
The Policy and Procedure of Special Education
Indicators of satisfaction
Indicators of dissatisfaction
Policy guidelines
Communication and support

12. Parents as Partners (contd)
The School Environment
School ethos
School development
Professional practice
Teachers
Classroom assistants
The SENCO

13. Parents as Partners (contd)
Inclusion
Definitions of inclusion
Individual and institutional understanding
Understanding of diversity
Optional inclusion
The readiness of mainstream
The right environment
The role of special schools

14. Issues for Consideration
1. Parents as Partners
Singular and unique reality
Expertise not the sole prerogative of professionals
Meaningful participation

15. Issues for Consideration
2. Policy and Procedure
By professionals for professionals
Systemic short-comings
Rigour and accountability
Communication and support

16. Issues for Consideration
3. Inclusive Practice
Whole-school development and planning
Inclusion
And marketisation
And rationalisation
And alternative options

17. Issues for Consideration
4. Training and Professional Development
Professional adjustment
Personal development
ITE and CPD

18. ‘I think I’ve probably got quite hardened to everything and I’ve actually become a superb tactician. This is too important. I mean, I wouldn’t think of fighting, but I would fight my corner when it came to my child.’