Little is known about the educational experiences of pupils with special educational needs and disabilities (SEND) over time, and how inclusive these experiences are relative to those without SEND. The SEN in Secondary Education (SENSE) study was conducted following extensive reform to the SEND system in England, and at a time when schools were implementing a wider set of policies and adjusting to funding constraints, the consequences of which are likely to impact on the sustainability and quality of inclusive education. The SENSE study builds on our earlier Making a Statement (MAST) study, which collected systematic data on the educational experiences of pupils with Statements of SEND in primary schools. Our aim was to extend our understanding of the day-to-day educational experiences of pupils with Statements into mainstream secondary schools and special schools by gathering minute-by-minute data on pupils’ interactions with teachers, TAs and peers, and the contexts in which they occurred. The SENSE study’s longitudinal component additionally provides insight into the educational journeys of 30 young people with SEND, between 2011 and 2016. While not the principle focus of research, the study also presented an opportunity to collect data on schools’ and families’ experiences of transition from primary school, and their views and experiences relating to the implementation of the 2014 SEND reforms, which were introduced after the MAST study and before the start of the SENSE study.
|Publisher||UCL Institute of Education|
|Commissioning body||Nuffield Foundation|
|Number of pages||129|
|Publication status||Published - 1 Jun 2017|