"This research highlights how frequently special schools are forgotten when policy is written in fact, two headteachers were moved to tears as they recounted the impossibility of implementing policy which was clearly not written for disabled learners. Doak, Assistant Professor in the School of Education, said of this research, "The UK government has repeatedly expressed support for the continued existence of special schools, so it is imperative that national educational policy is fit for purpose in these settings. ![]() They also explained their anxieties about Ofsted inspections, and described a "roulette wheel" that may not allocate an inspector who understands the disconnect between national education policy and special school delivery.ĭr. Headteachers involved in the research also expressed concerns related to school funding and a lack of meaningful advice from central government. Issues often stemmed from policy that centers the experiences of non-disabled learners in mainstream schools-assuming, for example, that they can take part in online catch-up tutoring or are expected to enter traditional paid employment. They expressed concern around the curriculum, financial administration and pandemic and post-pandemic guidance. Her research explored the dissatisfaction that these teachers felt in relation to national education policy in England and the effect this has on special schools nationwide. ![]() Lauran Doak, in the School of Education, spoke to headteachers across five schools specializing in the education of children with special educational needs and disabilities (SEND).
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