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Wood, P and Legg, N (2019) Special educational needs and disability provision within an English multi-academy trust: capturing the vision of its practitioners. Education 3-13. ISSN 0300-4279
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Abstract
The provision for special educational needs and disability (SEND) within academies and across multi-academy trusts is an under researched area. Drawing on data derived from one multi academy trust (MAT) located in central England, that consists of two primary and two secondary academies, this paper focusses on capturing the practitioners’ ‘vision’ for SEND provision, and the barriers they face in its realisation. The desire for a ‘holistic approach’ to SEND, characterised the main ambitions for staff, with local issues associated with ‘identification’ and ‘support and intervention’, as well as wider concerns with dwindling autonomy over practice, seen as key barriers. We consider a range of avenues that educational establishments may take in their quest to embrace holistic practice, including the privileging of a multi-dimensional approach to inclusive education, and the need for clear and decisive leadership.
| Item Type: | Article |
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| Additional Information: | his is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 12th Sep 19, available online: https://doi.org/10.1080/03004279.2019.1664405 |
| Uncontrolled Keywords: | 1301 Education Systems |
| Subjects: | L Education > LC Special aspects of education |
| Divisions: | Education |
| Publisher: | Taylor & Francis (Routledge) |
| Date Deposited: | 18 Sep 2019 15:07 |
| Last Modified: | 04 Sep 2021 08:53 |
| DOI or ID number: | 10.1080/03004279.2019.1664405 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/11346 |
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