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dc.contributor.authorDuncan, Neil
dc.date.accessioned2008-05-14T09:29:57Z
dc.date.available2008-05-14T09:29:57Z
dc.date.issued2003
dc.identifier.citationDisability & Society, 18(3): 341-356
dc.identifier.issn09687599
dc.identifier.issn13600508
dc.identifier.doi10.1080/0968759032000052905
dc.identifier.urihttp://hdl.handle.net/2436/25901
dc.description.abstractAbstract 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.
dc.language.isoen
dc.publisherRoutledge
dc.relation.urlhttp://www.routledge.com/
dc.subjectParents Experiences
dc.subjectFamilies
dc.subjectSpecial educational needs
dc.subjectLocal education authorities
dc.subjectMidlands region
dc.titleAwkward Customers? Parents and Provision for Special Educational Needs
dc.title.alternativeDisabled children
dc.typeJournal article
dc.identifier.journalDisability & Society
html.description.abstractAbstract 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.


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