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Attendance for children with profound and multiple learning disabilities
Moody, Rochesca
Moody, Rochesca
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 4 Post-secondary non-tertiary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 4 Post-secondary non-tertiary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on attendance issues faced by children with profound and multiple learning disabilities in a Special School setting. Multiple factors impacting attendance are considered, including transportation challenges, the necessity of attending medical appointments, reporting of illnesses, and enhancing the understanding of school activities among parents and carers.
Aims: The primary aim is to systematically investigate the various elements affecting school attendance for these children. The research seeks to refine questions pertinent to inclusion and special educational needs to develop actionable strategies that can improve attendance patterns.
Methods: The research employs an action research methodology, structured in cycles that allow for iterative planning, implementation, and review. Data is collected through detailed planning phases and subsequent actions, with ethical considerations guiding the anonymization of participant information. Each cycle informs the next, allowing for a responsive approach to addressing identified barriers to attendance.
Findings: The findings indicate that transportation and communication with parents significantly influence attendance rates. Strategies developed during the research cycles suggest that increased awareness and engagement from parents and improved logistical support can lead to better attendance outcomes. Each action research cycle refines the understanding of these challenges, highlighting the complex interplay of factors affecting school attendance.
Implications: The study offers insights into how a focused action research approach can reveal critical factors influencing attendance for children with special educational needs. Other educators may find that similar methodologies can be applied to investigate and address specific challenges in their own contexts. The outcomes suggest that fostering collaboration between schools and families, while considering logistical challenges, can enhance school attendance for students with disabilities.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), action research, all-through school, special school, profound and multiple learning disabilities (PMLD), attendance, authorised absence, transport, medical appointments