| Summary: | There is a growing trend in the number of pupils with special educational needs and disabilities (SEND) (National Statistics, 2023), the number of pupils with education and health care plans (EHCPs) in specialist provision (Gov.UK, 2023), and the number of pupils of secondary age in specialist settings (Day & Prunty, 2010; Pirrie et al., 2006). It is also noted that despite continued investment and drive for inclusive schools there is low parental confidence in mainstream schools meeting the needs of children with SEND (DfE, 2023). This research explores the perceptions of “what works” to facilitate the inclusion of pupils with SEND in mainstream secondary schools from the perspectives of pupils with SEND, parents/carers of pupils with SEND and special educational needs coordinators (SENDCos).
The existing evidence base of positive first-hand experiences of inclusion in mainstream secondary schools for pupils with SEND appears to be limited with minimal research identified with this focus in the systematic literature review. This research provides an opportunity for the voices from potentially marginalised groups such as pupils with SEND to share their expertise on the topic of inclusion and inclusive strategies. Semi-structured interviews were conducted to gather the voices of fourteen participants (six SENDCos, five pupils with SEND and three parent/carers of pupils with SEND). Reflexive Thematic Analysis (Braun & Clarke, 2020) was used to generate themes from the data. Six themes were identified and labelled as “relationships, responsiveness, provision, sharing information, belonging and culture/ethos”. Potential implications of the research are offered with a particular focus on school systems and Educational Psychologists. Finally future avenues of research are suggested which include the position of SENDCos in senior leadership, and “normalising differences” within schools to promote inclusion.
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