An interpretative phenomenological analysis of primary school educators’ lived experiences of including children with significant SEND in a mainstream setting

Riley, Helen (2021). An interpretative phenomenological analysis of primary school educators’ lived experiences of including children with significant SEND in a mainstream setting. University of Birmingham. Ed.D.

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Abstract

In recent decades we have witnessed unprecedented growth in inclusive education policies and rhetoric. The inclusion of children with SEND has become an important aspect of the educational system in England, and there is a wealth of research which has sought to examine the perceptions and attitudes towards inclusive education of those working on the ‘frontline’ of implementation. It is evident, however, that the findings of this research have been contradictory and inconclusive (Cassady, 2011). Educators have reported both positive views about inclusive policy and practices as well as negative attitudes towards the inclusion of children with SEND, attributed to various barriers (for example, see Avramidis, Bayliss and Burden, 2000; Avramidis and Norwich, 2002; Cassady, 2011; de Boer, Pijl and Minnaert, 2011). Despite the complexities involved in understanding educators’ perceptions of inclusion, at present there is limited qualitative research which offers an in-depth account of practitioners’ lived experiences of including children with SEND in mainstream settings.
The current study employs Interpretative Phenomenological Analysis to address gaps in existing research by examining the experiences of eight teachers and teaching assistants within a single mainstream primary school in North-West England. The research seeks to explore how participants make sense of their experiences of including children with significant SEND and the facilitators and barriers encountered to the inclusion of these children. Semi-structured interviews were conducted to inform understanding of the unique and individual accounts of each participant. Comparisons were drawn across the cases to identify patterns of commonalities and divergences, from which four superordinate themes were abstracted: ‘the personal and professional challenge’; ‘perceptions of children with SEND’; ‘the mainstream school context’; and ‘being part of the human system of support’. These findings are discussed with reference to extant literature and the research questions. The investigation demonstrates that participants’ interpretations of their experiences of the inclusion of children with significant SEND in a mainstream setting are likely to be influenced by the interaction between multiple, interrelated systems which surround them, which can be considered educator-related and environment-related in nature. Implications of the research findings for educational professionals are considered.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):