According to one study, parents are more influenced by their mood and compassionate staff than their academic standards and curriculum when choosing a school for special education needs.
Approximately two-thirds of parents surveyed as part of the survey said there was a “real choice” between special school and other types of education because mainstream or other provisions were not inappropriate or optional. Said he didn’t feel or was “pushed”. “Towards the placement of special education needs (SEN). Cannot travel or where school Sometimes it was a “real choice obstacle”.
More than half of the participants believe that providing quality inclusive education means a sense of belonging to the class or school. Social acceptance By peers, and also by a more personalized curriculum.
The most popular option (37% of parents) was to offer a special school only for children.
A study by David Satherley and Brahm Norwich of the University of Exeter European Journal of Special Needs Education..
Researchers surveyed 57 parents whose children had attended a special school in southwest England for over a year in an online survey. The average age of children is 12.5 years (5 to 20 years), and about three-quarters are male, representing various SENs and disabilities.
Atmosphere (59% said this was important) was the most influential factor in parents’ school choices. School staff There was a compassionate approach to the students (important for 58% of parents) and class size (important for 45%).
Dr. Suthery said: Important factors In their decision making. In contrast, factors related to educational and curriculum standards were not appreciated. None of the participants showed that the test results or siblings currently attending school influenced their decisions.
“Providing special schools only for children was the most popular option among parents for children. This is where many parents belong, social acceptance, and individual curriculum only in special schools. It means that you believe you can see it. “
Almost half of parents (49.1 percent) said they didn’t believe that “with the right level of support, the mainstream setting might have been right.” However, only a few (29 out of 57) showed to some extent that mainstream education may have been appropriate.
Approximately one-third of parents did not consider alternatives to special schools, while 63% were resource-based, home-educated, split, or with or without co-located special schools. I was considering a mainstream school.
A total of 43% of parents said they had one school to choose from, and 56% chose more than one school. Most (82%) who felt they had a “real choice” reported that they could choose from more than one school. A small percentage of those who felt they had no “real choice” reported that they could choose from one school (55.3 percent). About 44.7% of those who felt they had no “real choice” reported that they could choose from more than one school.
Professor Norridge said, “Parents were broadly divided on the adequacy of mainstream offerings by’appropriate level of support’. Just under half didn’t believe this at all because of inadequate levels of support and funding needed, lack of staff training, and previous negative experience in mainstream schools. bottom. “
Most parents did not believe that there was a “real choice” for school because of the lack of choices related to their child’s needs. This included the feeling that mainstream school offerings were not an option and were being pushed towards special schools where location and travel were also factors.
In contrast, only a few parents (40) reported that they experienced “difficult choices” in choosing the right rules and fought to get the right rules because of the lack or limited choice of settings. %)was. Three quarters of parents The study believed that the parental selection system could be improved by having more school options with expert support and advice, and more availability of information about these options.
David Satherley et al, Parents’ Experience of Choosing a Special School for Children, European Journal of Special Needs Education (2021). DOI: 10.1080 / 08856257.2021.1967298
University of Exeter
Quote: Atmosphere, the most important special school compassionate teachers for children with special education needs, a research show (2021, September 15) https://phys.org/news/2021-09-atmosphere-teachers- Obtained September 15, 2021 from special-schools-important.html
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Atmosphere, the most important special school compassionate teachers and research shows for children in need of special education
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