Navigating Special Educational Needs Support in Private, Voluntary and Independent Early Years settings: Practitioner Preparedness and Educational Psychologist Involvement

This thesis investigates how well-prepared Early Years Practitioners feel in identifying and supporting children with Special Educational Needs (SEN) in England, and the role that Educational Psychologists (EPs) have in this process. The study uses a qualitative approach, using semi-structured interviews to explore the experiences and perspectives of EYPs in Phase 1 and EPs in Phase 2. The research is grounded in a relativist ontological stance and social constructionist epistemology, acknowledging the subjective nature of reality and the socially constructed nature of knowledge in early years SEN identification and support. The findings reveal significant disparities in the training and qualifications of EYPs. Many EYPs rely heavily on personal experience and informal learning strategies due to limited access to formal SEN-specific training; these findings align with the literature review. This variability in preparation raises concerns about the consistency and quality of SEN support across different settings. The study also highlights a disconnect between EYPs' self-perception as knowledgeable professionals and the recognition they receive from external professionals, impacting their professional identity and effectiveness in supporting children with SEN. The findings also reveal that EPs' involvement in early years settings is often limited to statutory assessments, with both EYPs and EPs expressing a strong desire for more regular engagement, particularly for staff training and ongoing support. The research highlights the need for enhanced multi-agency collaboration and systemic support to ensure equitable and high-quality SEN provision. By addressing these gaps, this study contributes to the ongoing dialogue on SEN support, advocating for policy changes and professional development initiatives to equip EYPs better and integrate EPs more effectively into early years settings.<p></p>

Author dc:creator

• Rebecca Middleton (21043040)

• Early Years
• Educational Psychology
• Special Educational Needs

Statement dc:rights

• All rights reserved

Identifier

10779/exe.31037974.v1

OAI identifier oai:identifier

oai:figshare.com:article/31037974