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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Learning in Classrooms, Schools and Communities > Awkward Customers? Parents and Provision for Special Educational Needs

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/25901
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Title: Awkward Customers? Parents and Provision for Special Educational Needs
Other Titles: Disabled children
Authors: Duncan, Neil
Citation: Disability & Society, 18(3): 341-356
Publisher: Routledge
Journal: Disability & Society
Issue Date: 2003
URI: http://hdl.handle.net/2436/25901
DOI: 10.1080/0968759032000052905
Additional Links: http://www.routledge.com/
Abstract: Abstract This article selectively reports on a small-scale qualitative exploration of the experiences of families who had undergone recent conflict with special educational needs (SEN) professionals. The data were collected over the spring and summer terms of 2001 from 10 families in two local education authorities (LEAs) in the English midlands. The research aimed to examine the parents' perspectives on points of conflict or dissatisfaction between themselves and education professionals. It was concerned with the parents' points of view regarding their pursuit of desired outcomes for their children and the factors that helped or hindered their endeavours. The project found that the parents' negotiation of the SEN system was held by them to be exceptionally difficult and stressful compared to other troubling issues in their lives. The research suggests that dissatisfactions with SEN provision have important implications for the management of LEA Parent partnership Schemes (PPS) in ameliorating the differences between parental aspirations and governmental ambition.
Type: Article
Language: en
Keywords: Families
Special educational needs
Local education authorities
Midlands region
Parents Experiences
ISSN: 09687599
13600508
Appears in Collections: Learning in Classrooms, Schools and Communities

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