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Pupil involvement in special educational needs disagreement resolution: some perceived barriers to including children in mediation

2005; Wiley; Volume: 32; Issue: 1 Linguagem: Inglês

10.1111/j.0952-3383.2005.00367.x

1467-8578

Kirstie Soar, Katie Burke, Katia Herbst, Irvine Gersch,

Collaborative Teaching and Inclusion

British Journal of Special EducationVolume 32, Issue 1 p. 35-41 Pupil involvement in special educational needs disagreement resolution: some perceived barriers to including children in mediation Kirstie Soar, Kirstie SoarSearch for more papers by this authorKatie Burke, Katie BurkeSearch for more papers by this authorKatia Herbst, Katia HerbstSearch for more papers by this authorIrvine Gersch, Corresponding Author Irvine Gersch Professor Irvine Gersch School of Psychology University of East London Romford Road London E15 4LZ Email: [email protected]Search for more papers by this author Kirstie Soar, Kirstie SoarSearch for more papers by this authorKatie Burke, Katie BurkeSearch for more papers by this authorKatia Herbst, Katia HerbstSearch for more papers by this authorIrvine Gersch, Corresponding Author Irvine Gersch Professor Irvine Gersch School of Psychology University of East London Romford Road London E15 4LZ Email: [email protected]Search for more papers by this author First published: 21 April 2005 https://doi.org/10.1111/j.0952-3383.2005.00367.xCitations: 6AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Abstract Recent legislation in England has encouraged the use of disagreement resolution and mediation and emphasised the need to involve pupils in their own schooling. These policies apply in the educational system generally, but are particularly significant in the area of special educational needs (SEN). Kirstie Soar, a lecturer in the School of Psychology at the University of East London; Katie Burke, a PhD student at Salford University, Manchester; Katia Herbst, an independent researcher offering research and development services to the not-for- profit sector; and Professor Irvine Gersch, Director of the MSc educational psychology programme at the University of East London, set out to examine how pupil involvement in informal disagreement resolution has developed across 11 English regions since its introduction. The research consisted of 12 in-depth interviews with local education authority (LEA) SEN officers, mediators and parent partnership officers (PPOs) involved in informal special educational needs disagreement resolution. The aims of the study were to determine how far children were actually involved in mediation and what, if any, barriers existed which were seen to restrict such pupil involvement. A thematic analysis of interview content was conducted. Four major themes emerged, including: the distinction between direct and indirect pupil involvement; the importance of the child's view and how it is elicited; the role of other agencies; and other barriers to pupil involvement in informal disagreement resolution. Direct pupil involvement was found to be limited and variable, but indirect pupil involvement was more prevalent. In this article, the authors note a series of recommendations concerning pupil involvement in the mediation process and, in conclusion, put forward the implications of their work for future policy, practice and research. References DfES (Department for Educational and Skills) (2001a) Special Educational Needs Code of Practice London : DfES. DfES (Department for Education and Skills) (2001b) SEN Toolkit Section 3: resolution of disagreements London : DfES. DfES (Department for Education and Skills) (2001c) SEN Toolkit Section 4: enabling pupil participation London : DfES. Gersch, I. S. & Gersch, A. (2003) Resolving Disagreement in Special Educational Needs: a practical guide to conciliation and mediation London : Routledge Falmer. Gersch, I. S. (2001) ' Listening to children', in J. Wearmouth, (ed.) Special Educational Provision in the Context of Inclusion. London : David Fulton Publishers in association with the Open University. Kelly, N., Richards, A. & Norwich, B. (2003) ' Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project'. Report to the South West Special Educational Needs Partnership, October 2003. School of Education and Lifelong Learning, University of Exeter. Russell, P. (2003) ' Mediation in action – messages from the USA', in I. S. Gersch & A. Gersch, (eds) Resolving Disagreement in Special Educational Needs: a practical guide to conciliation and mediation. London : Routledge Falmer. UN (United Nations) (1989) United Nations Convention on the Rights of the Child: General Assembly Resolution 44/25. 20 November 1989: Article 12. [online at http://www.unhchr.ch/html/menu3/b/k2crc.htm] New York : United Nations. Citing Literature Volume32, Issue1March 2005Pages 35-41 ReferencesRelatedInformation