Sharing Student Projects

This study set out on a mission to make sure that every child regardless of their special needs, gets the best education possible. The aim was to gain an understanding of the challenges faced during the EHCNA process and to check if EHCPs were good at supporting children. By doing so, children’s educational experiences could be improved. It was found that the process of assessing a child’s SEND can take a long time, much longer than it should. Which was frustrating for everyone, including parents and teachers. The study highlighted the importance of everyone who was involved in the EHCNA to work together and communicate throughout. This would lead to better outcomes for children. For children with SEND, it was found that help from a one-to-one TA can make a huge difference on their learning journey. But sometimes, money and other issues made this difficult. That meant children were waiting for a long time to receive help. Several conclusions were drawn from the research. The way children are assessed and supported needs to change. The process needs to speed up so that children can receive help quickly. Teachers, parents and experts need to work closely together to provide better help. A faster process is recommended to make sure children receive help quickly. Every child deserves a chance to shine, and with the right support, they can.

This study delved into the challenges faced by children with SEND in the context of the EHCNA process. The aim was to understand complexities of the process, identify areas that need improvement and propose actionable recommendations for positive change. Through extensive interviews and analysis, critical insights were found on the lives of children with SEND and the struggles they face with the EHCNA process. The process often takes much longer than statutory guidelines, causing delays in support for children. Effective communication and collaboration is essential among educators, parents and experts for creating tailored support plans. Improved communication can lead to better outcomes for children with SEND. Limited resources, especially financial support, hinder the provision of necessary TA support for children with SEND, potentially affecting their learning experiences. The implications of this research extend far beyond academia and into the lives of children, parents, educators and policy makers. By highlighting the prolonged assessment process, this research underscored the urgency of expediting assessments to ensure children receive timely support. Implementing this change can significantly impact children’s educational journeys. Improved communication and collaboration among educators, parents and experts can lead to better-informed decisions, resulting in more effective support plans and better outcomes for children with SEND. Identifying resource constraints in providing TAs for children with SEND emphasises the need for allocating adequate funds to support these children effectively. This research provides clear recommendations for stakeholders. To implement measures to expedite the EHCNA process leading to timely support for children. Encourage and facilitate better communication and collaboration between all those involved in the EHCNA process in order to create comprehensive support plans. Advocate for increased funding and resource allocation to provide necessary support to children with SEND. To conclude, this research serves as a call to action. By addressing the challenges faced by children with SEND and proposing concrete recommendations, this research has the potential to bring about positive change on how we support children on their education journeys. The ultimate goal is to ensure that every child, regardless of their special needs, receives equitable access to quality education and a chance to thrive.