Childrens' experiences of impairment and support in school: A social model approach.

The inclusion of children and young people with impairments and difficulties into mainstream schools is one of the central international policy issues in school education. One important facet of the inclusion question is children's own perspective on their special educational provision. The New Code of Practice 2001 asks for the ascertainable views of a child with of Statement of Special Educational Need to be taken into account for the annual review of support and provision. This qualitative study details my work as researcher practitioner in accessing and understanding the perspectives of children with a Statement of Special Educational Need in one school during one academic year. The first two chapters review literature. Chapter One looks at disability through a social model and considers the social climate that sets the scene. Chapter two looks at literature to inform the methodology for 'giving a child a voice' and strategies involved in listening to children. The third chapter looks at the methodology used in this research and chapter four considers the data. Chapter five concludes the thesis by revisiting the social model of impairment and considers lessons learned. This thesis argues that in this study the very process and structures set up to support the children with a Statement accentuated and maintained the difference. There is a need to change the social setting and environment for the school community to learn how to include every child not just focus on the child with a perceived impairment.