This study, is set against a background of urgent National Public, Local Authority.
The researcher is best positioned to undertake this project, because she has developed a trusted relationship with this hard to reach SEND Community, including all specified (DSP) Direct Support Professionals and Local Authority Officers, due to having lived experience as a SEND Parent and as a professional Public Health researcher.
This research will ultimately call for an Educational Accountability Act for the purposes of:
1. saving human lives;
2. all children and young people be afforded education, health and social care, regardless of disability, in accordance with the rule of law, even when its disobeyed, ignored or disregarded,
3. saving Government funds or public resources by exposing initial early intervention spend versus remedial spend.
Principal issues: Exponential rise of Mental Health and associated impacts which could affect results, especially when looking into allocated budgets. Existing Educational Model is outdated.
Problems: New emerging disabilities or disorders that effect education that are not addressed by NHS. Professionals under pressure.
Controversies: Legacy of austerity, political frameworks, FII (rise in the unlawful use of fabricated and induced illness) Local Authorities strapped for cash, Local authorities using outsourcing private business entities to make unjust yet legally binding decisions for SEND Families without having thorough legal and or medical remits to do so.
Ethical issues: Obtaining children’s views and voices, meeting with vulnerable families who have been issued with a gagging order by the courts, or children who are defined by Child Protection orders.
Emerging theories: Using and implementing Environmental Psychology as a basis for suitable environments to establish updated inclusive SEND Provision.
Research: An overview report for BWillicottvUK 2015/2016 investigated the Neurology, and Emotional perceptions including the voice of the child when arguing for SEND Provision.
Phenomenology, Grounded Theory, Thematic, Qualitative and Quantitative (mixed Methods) Analysis to determine the Health and Cost Impacts.
The mixed methods used, include, semi structured interviews to examine existing quantitative statistics (budgets and forecasts), examining correlations and anomalies in the existing statistics, which highlight the urgent need for solutions. It is hoped that the qualitative methods will enable the researcher to gleam hidden knowledge to ultimately pioneer change.
This study, is set against a background of urgent National Public, Local Authority, Governmental Departments and NHS Priorities, it is hoped that the findings and recommendations will stand to save the UK Government billions of pounds in the process; to form a secure base tool to increase accountability across Public and Governmental systems.
This thesis aims to answer the urgent call for systemic reform and hopes to present a solid case for future financial and public investment as well as to prevent the destructive impact on SEND Children, Young People and their Families.
The SEND Review Report commissioned by the Education Select Committee (2019) concluded:
"12. The Government should introduce a reporting and accountability mechanism for non-compliance so that parents and schools can report directly to the Department for Education where local authorities appear not to be complying with the law. It should also implement an annual scorecard for local authorities and health bodies to measure their success against the SEND reforms including, but not limited to, reports of non-compliance; the school placement of children and young people with SEND, including those without a school place; Tribunal hearings, and how local authorities meet statutory timescales. These scorecards, along with a summary document, should be placed in the House of Commons library no later than three months after the end of the year to which they relate. (Paragraph 34)"
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