Parents reviewing Annual Reviews

Jones, Phyllis; Swain, John W.

doi:10.1111/1467-8527.00220

Cited by 13 publications

(5 citation statements)

References 1 publication

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“…I realise there is much that is imperfect in the way the system works and the wide variation that exists across the country, yet at the heart is a brave attempt to take a more holistic view of each child's needs. In this, I am echoing the views of a parent quoted by Jones and Swain (2001):…”

Section: Successes Of Educationmentioning

confidence: 64%

The Gulliford Lecture: Reciprocal working by education, health and social services: lessons for a less‐travelled road

McConkey

2002

British J Special Edu

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The 2001 Gulliford Lecture was given by Professor Roy McConkey, of the University of Ulster. In this article, based on his lecture, Roy McConkey reflects on some of the themes in Ron Gulliford’s work from the 1960s. These themes still seem relevant to our work with pupils and students with special educational needs today. Roy McConkey focuses, in particular, on collaboration between practitioners from different professional backgrounds. He invites the reader to reflect on some of the strengths of current practice and to consider the ways in which these initiatives might be taken forward. This article closes with a set of strategies that could be used to develop innovative, holistic, inter‐agency approaches in future.

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Section: Successes Of Educationmentioning

confidence: 64%

The Gulliford Lecture: Reciprocal working by education, health and social services: lessons for a less‐travelled road

McConkey

2002

British J Special Edu

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“…Anecdotal evidence suggests that most special education establ i s h m e n t s will treat parents as paraprofessionals by seeking their v i ews and know l e d ge when dealing with their ch i l d. However, even those parents who actively seek involvement in meetings and reviews still feel that this involvement is flawed; that they do not get enough information; and that sometimes their views are ignored (Jones & Swain, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…As McConkey and Smyth (2002) point out, parents and the young people themselves will have had maximum exposure to the education system by transition time; will have a history of experiences to draw upon; and will be able exhaustively to re c ognise the pros and cons of their ex p e riences. Anecdotal evidence suggests that most special education establ i s h m e n t s will treat parents as paraprofessionals by seeking their v i ews and know l e d ge when dealing with their ch i l d. However, even those parents who actively seek involvement in meetings and reviews still feel that this involvement is flawed; that they do not get enough information; and that sometimes their views are ignored (Jones & Swain, 2001).…”

Section: Introductionmentioning

confidence: 99%

Transition planning and the needs of young people and their carers: the alumni project

Smart¹

2004

British J Special Edu

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Melanie Smart is a research associate at Sunfield School, Worcestershire, and a trainee clinical psychologist. In this article, she reports the results of a small‐scale survey which looked at the views of 17 parents whose children with severe and/or complex learning difficulties had made the transition from a residential special school to an adult placement. Pa rents were asked their retrospective views on the transition planning process; their own involvement; and how the adult placement met the needs of their children. Melanie Smart's findings indicate that the majority of parents were very much involved in the planning process, although they reported struggling to get consistency of approach and basic information. The young people themselves were found to be marginalised in the planning process, with very few being involved in any decision making. Most parents were happy with the eventual placement, but those who had concerns were still pushing for basic services and care. Of those who had suffered placement breakdowns, the major factor was lack of consistency of approach and failure to use prior information about the child. This survey shows that parents and their learning disabled children experience difficulties in the transition process. There seems to be a distinct lack of person‐centred planning, particularly with this user group, by both child and adult services. Parents are vital to this type of planning approach, particularly when the young people themselves cannot voice their needs or advocate their own rights to quality service provision. Melanie Smart argues that parents need access to better quality information and reassurance that their children will receive the services they deserve as young adults. The various agencies, she asserts, need to work together to ensure that the transition process is effective.

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“…Over three decades, the system of statutory assessment, however, evolved into a bureaucratic maze. For parents of children with SEND, the statementing process had become a long, stressful, legalistic -and for some, expensive -stand-off with the LA, which placed the available resources over the needs, and indeed rights, of the child (Hartas, 2008;Jones and Swain, 2001;Lamb, 2009;Penfold et al, 2009). One of the most high-profile critics of the system was Baroness Warnock.…”

Section: A Brief History Of Send In Englandmentioning

confidence: 99%

The Inclusion Illusion. How children with special educational needs experience mainstream schools

Webster,

Echeita,

Weiss

et al. 2023

European Journal of Special Needs Education

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The Inclusion Illusion'This timely book presents clear challenges to the limits placed on progress for children with SEND in mainstream schools. It stands alongside calls, back to Warnock's vision of every teacher being a teacher of SEN, for an end to "exclusion within inclusion". It urges us to develop all staff to fulfil their roles with pupils with SEND. Acknowledging the value of TAs, it urges schools to ensure children who most need a teacher, get the teacher. Based on rigorous research, it rightly calls for bravery. For honesty. For action.' Professor Maggie Atkinson, safeguarding consultant, adviser and leader, and Children's Commissioner for England (2009-15) 'This is an important and valuable book which . . . has the potential to improve the educational experiences of pupils with significant learning and related difficulties. It combines an insightful account of the many issues and difficulties surrounding inclusion with a rigorous analysis of the outcomes and implications of large-scale empirical work.' Professor Paul Croll, University of Reading 'I love this book! It tackles the structural challenges of inclusion head on and sets out what must change to create a fairer future for children with SEND. This is essential reading for all evidence-led school leaders, teachers and policymakers who believe in better.' Margaret Mulholland, SEND and inclusion policy specialist, Association of School and College Leaders'Rob Webster has deepened our understanding of how mainstream schools fail to address the needs of children with SEND. Distilling the crucial insights from years of work, he has thrown down a challenge to policymakers that for many children with SEND, simply having a mainstream placement is not the same as inclusion. This book is essential reading for anyone interested in what needs to change to ensure better futures for children with SEND in mainstream schools.' Brian Lamb OBE, Visiting Professor of Special Educational Needs and Disability, Derby University 'This book brilliantly demonstrates the kind of education children with special educational needs in mainstream classrooms, with the legal entitlement to an Education, Health and Care Plan, actually experience. Despite talk of inclusion, the classroom settings and organisation ensure that the children are excluded and marginalised from actual mainstream teaching. The over-use of teaching assistants, however well intentioned, is no substitute for the attention of qualified teachers. There is a separation in mainstream classes that ensures that inclusion is indeed an illusion. The book should be read by all teachers, parents and policymakers who care about the education of all children, not just those who are regarded as "typical" or non-problematic.'

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Parents reviewing Annual Reviews

Cited by 13 publications

References 1 publication

The Gulliford Lecture: Reciprocal working by education, health and social services: lessons for a less‐travelled road

The Gulliford Lecture: Reciprocal working by education, health and social services: lessons for a less‐travelled road

Transition planning and the needs of young people and their carers: the alumni project

The Inclusion Illusion. How children with special educational needs experience mainstream schools

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