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Parental Experiences of the UK Special Educational Needs and Disabilities (SEND) Review Consultation

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Title: Parental Experiences of the UK Special Educational Needs and Disabilities (SEND) Review Consultation
Language: English
Authors: Jill Pluquailec (ORCID 0000-0002-7631-3607), Gill O'Connor (ORCID 0009-0008-6039-7472), Emma Sadler (ORCID 0009-0004-0780-9504)
Source: British Journal of Special Education. 2025 52(4):576-584.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Special Education, Student Needs, Parent Attitudes, Parent Child Relationship, Educational Change, Consultation Programs, Students with Disabilities, Foreign Countries, Parent Participation, Government Role
Geographic Terms: United Kingdom
DOI: 10.1111/1467-8578.70052
ISSN: 0952-3383
1467-8578
Abstract: This qualitative study explores the experiences of parents of disabled young people in the UK regarding their participation (or non-participation) in the 2022 Special Educational Needs and Disability (SEND) Review public consultation. The consultation followed the UK Government's Green Paper on reforms to the SEND system. The study conducted interviews and focus groups with 21 parents to capture their responses to the SEND Review and understand the challenges they encountered during the consultation process. Findings revealed that parents considered the consultation to be both inadequate and inaccessible, alongside a broader finding relating to parents' compounded experiences of voicelessness in the SEND system. This study calls for future SEND reforms, and their associated consultations, to be more transparent, inclusive and genuinely collaborative with both parents and young people.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491856
Database: ERIC
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  Data: Parental Experiences of the UK Special Educational Needs and Disabilities (SEND) Review Consultation
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  Data: <searchLink fieldCode="AR" term="%22Jill+Pluquailec%22">Jill Pluquailec</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7631-3607">0000-0002-7631-3607</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gill+O'Connor%22">Gill O'Connor</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-6039-7472">0009-0008-6039-7472</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emma+Sadler%22">Emma Sadler</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0780-9504">0009-0004-0780-9504</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. 2025 52(4):576-584.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 9
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  Data: <searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Consultation+Programs%22">Consultation Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1111/1467-8578.70052
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  Data: 0952-3383<br />1467-8578
– Name: Abstract
  Label: Abstract
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  Data: This qualitative study explores the experiences of parents of disabled young people in the UK regarding their participation (or non-participation) in the 2022 Special Educational Needs and Disability (SEND) Review public consultation. The consultation followed the UK Government's Green Paper on reforms to the SEND system. The study conducted interviews and focus groups with 21 parents to capture their responses to the SEND Review and understand the challenges they encountered during the consultation process. Findings revealed that parents considered the consultation to be both inadequate and inaccessible, alongside a broader finding relating to parents' compounded experiences of voicelessness in the SEND system. This study calls for future SEND reforms, and their associated consultations, to be more transparent, inclusive and genuinely collaborative with both parents and young people.
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  Data: 2026
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  Data: EJ1491856
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      – Type: doi
        Value: 10.1111/1467-8578.70052
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 576
    Subjects:
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Consultation Programs
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Government Role
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      – SubjectFull: United Kingdom
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    Titles:
      – TitleFull: Parental Experiences of the UK Special Educational Needs and Disabilities (SEND) Review Consultation
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            NameFull: Jill Pluquailec
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            NameFull: Gill O'Connor
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            NameFull: Emma Sadler
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            – D: 01
              M: 12
              Type: published
              Y: 2025
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              Value: 0952-3383
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              Value: 1467-8578
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              Value: 52
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            – TitleFull: British Journal of Special Education
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