英格兰特殊教育需求系统的父母报告的障碍,促进因素和结果:一种定性研究
Jennifer Saxton1, Anne-Marie Burn1, Xinhe Zhang1
1Department of Psychiatry, University of Cambridge, United Kingdom.
PloS one
|November 7, 2025
概括
父母 父母 父母 父母 父母 父母
科学领域:
- 儿童心理学 儿童心理学
- 教育政策 教育政策
- 社会工作 社会工作 社会工作
背景情况:
- 英国面临着"SEND危机",影响儿童服务和结果.
- 父母在识别需求和理解特殊教育需求和残疾 (SEND) 系统方面至关重要.
- 现有的SEND规定显著影响了儿童和家庭的福祉.
研究的目的:
- 为了探索父母在英国使用SEND系统的经验.
- 了解识别需求和确保供应的挑战.
- 评估SEND服务对儿童和家庭的影响.
主要方法:
- 定性研究涉及22名父母的孩子有不同的SEND.
- 一对一的采访与生活"时间表"相结合.
- 对家长经验进行主题框架分析.
主要成果:
- 关键的推动因素:法律保护,父母/专业人士的倡导.
- 障碍:缺乏专业的理解 (特别是专业的理解) 自闭症),沟通不良,系统故障.
- 积极的结果:改善健康,教育,社会技能,自主. 负面结果:失去机会,心理健康恶化,政策差距.
结论:
- 解决SEND危机需要改善关系,沟通和标准化流程.
- 宣传至关重要,但如果没有宣传,父母和孩子可能处于不利地位.
- 有效的SEND提供有利于儿童的健康,教育和社会归属;这必须是普遍可用的.
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