Special educational tapestry of needs in mainstream schools of London Boroughs

Abstract

Cahil Edison

This study focuses the issues and arguments about SEN and its provision in mainstream schools. The objective of the study is to evaluate the effectiveness and management of SEN to explore the impediments in its affective way. The study based on qualitative research paradigms for which in-depth semi-structured interviews were selected tool for data collection. The sample includes the head teacher, deputy head, SEN Co-ordinator (SENCO) and teaching and teaching assistants (TAs) who were randomly selected from one of the middle schools in London Borough. The methodology is content and themes analysis to express the views and experiences of the sample about SEN children, their attitudes, models of disabilities, definitions and types of SEN and the support providing in their school. Furthermore, critical discussion of the findings and the methodological issues germane to the research findings elaborated analysis of teacher’s perceptions towards mainstreaming SEN students. The study concludes that lack of funds/resources, inadequate SEN component in initial teacher-training curriculum and untrained supporting staff make SEN provision ineffective in the mainstream.