Inclusion or exclusion across a range of educational setting: The lived experiences of students, parents and practitioners.

This submission comprises seven papers and a connecting document that have utilised the voices of 75 individuals to capture the lived experiences from children, parents, students and practitioners in relation to inclusive practices and barriers to inclusion across a range of educational phases in England. The connecting document provides context and an overview of the work, which has been carried out over an eight year period, exploring the connecting themes and methodological approaches. The work presented within this submission examines two research objectives. The first explores the lived experiences of individuals who have or are associated with a disability and/or special educational needs, across a range of education settings, identifying the influence that these experiences can have upon an individual. The second sets out to examine inclusive practices and any barriers to inclusion within educational settings. Whilst a range of inclusive practices across settings were identified, the seven papers also identified barriers to inclusion. These barriers included, the lack of sufficient training received by practitioners across the range of special educational needs/ disabilities within their College training or Initial Teacher Training courses. This training was recognised as essential prior to entering the workplace. Similarly, the need for continuous professional development within the workplace has also been identified, in order to support a range of needs within education settings. In capturing the ‘voice’ and lived experiences of these individuals, a qualitative, interpretive paradigm was adopted, with data being collected through semi-structured interviews from purposive samples. This research method was used within all of the papers. The seven papers within this submission have all been based on small scale studies, however, they all add richness to the area of inclusive practices within a range of education settings and have identified issues that need to be addressed in order for the settings to become fully inclusive.

Name dc:type.qualificationname

phd_by_publication

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

Liverpool John Moores University

Year dc:date.issued

2019

Author dc:creator

• Kendall, LS

Contributors dc:contributor

• Nixon, S

• L Education (General)

DOI dc:identifier.doi

https://doi.org/10.24377/LJMU.t.00011833

OAI identifier oai:identifier

oai:researchonline.ljmu.ac.uk:11833