Summary of Research Methodology

Methodology Overview

• Research methodology was refined post-2010, in alignment with the Equality Act 2010.
• Key resources accessed include statutory documents and guidance from:
  • Department for Education (DfE) [2015, 2021]
  • Equality Act [2010]
  • Education Endowment Foundation (EEF) [2020]
  • Pen Green Centre [2021]
• Local authority literature reviewed included:
  • Luton.gov [2022]
  • Luton SEND Information, Advice, and Support (SENDIAS) [2022]
• Relevant educational strategies supporting children with Special Educational Needs and Disabilities (SEND) were explored through various authors including:
  • Knight et al. [2015]
  • Davis [2022]
  • Read [2015]
• Additional readings focused on multi-professional collaboration, featuring:
  • Frederickson and Cline [2015]
  • Littlechild and Smith [2013]
  • Davis and Smith [2012]
• The setting’s SEND policy and Local Offer were reviewed.
• Completed the Adaptive Teaching module on the Canvas platform.

Identified Discourse Themes

The research highlighted three main discourses:

1. Areas of Need

   • Cognition and learning
   • Language and interaction
   • Sensory and/or physical needs
   • Social, emotional, and mental health
   • These areas inform the Individual Education Plan (IEP) targets in the setting.

2. Inclusion and Diversity

   • Statutory principles included in legislation and school policy.
   • Variances in practice observed internationally.

3. Identification and Assessment

   • Conducted within the educational setting, frequently involving additional professionals and agencies.
   • Experiences documented in Teaching and Learning plans and supplementary evidence.

Conclusion

The findings and methodologies employed in this research provide a comprehensive framework for understanding and addressing SEND in educational settings, emphasizing the importance of inclusion, assessment, and collaboration among professionals.