How do students with SEND experience life in mainstream school?
Written By: Author(s): Rob Wester
8 min read
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. This matters, because the more we know we about how pupils’ experience the classroom, the better equipped we will be to ensure the contexts and conditions in which they learn are organised to optimal effect, and are appropriate for the pedagogies we use. It matters most for pupils with learning difficulties, because the research evidence tells us that certain widespread approaches to organising teaching and learning affect them more profoundly than their peers who do not have SEND.
What research/evidence is there in this area?
Since the 1970s, defining features of classroom life have been captured with particular effectiveness via a method called systematic observation. Systematic observation allows researchers to obtain valid and accurate snapshots at regular intervals. Mutually exclusi
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This article was published in November 2017 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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