Editor's note: Today we're helping get out the work for a university-led research programme about educational pathways and work outcomes. If you are (or are parent to) a disabled young person in a mainstream school in Year 11 who has autism, cerebral palsy or dyslexia, this is a quick call out for participants.
Stella Chatzitheochari is Principal Investigator of the Leverhulme Research Project Grant on Educational Pathways and Work Outcomes of Disabled Young People in England and she is here to tell us more about it
Making Young People’s Voice Heard by Stella Chatzitheochari
Looking for Year 11 students with autism / cerebral palsy / dyslexia to take part in a research project
Educational Pathways and Work Outcomes of Disabled Young People is a three-year research project funded by The Leverhulme Trust. We are based in the Department of Sociology at the University of Warwick. Our aim is to explore the factors that lead to disability inequalities in educational and occupational attainment in England.
There is increasing awareness surrounding the social barriers that prevent disabled young people from fulfilling their potential. Yet, the vast majority of existing research relies on information provided by parents and teachers. Disabled young people are rarely given a voice in research. This is due to long-standing assumptions about the ability of young people to take part in research studies and discuss their conditions/disabilities.
Our project challenges this assumption. We want to hear young people’s views about their experiences of disability and schooling, and their plans and aspirations for the future. We aim to interview 60 young people twice over the course of our study. The first wave of (online) interviews will take place between April-June 2021, and the second wave approximately one year later.
Mainstream school focus for research
Our study focuses on students in mainstream schools. We are looking for Year 11 students with autism, dyslexia, and/or cerebral palsy. While we would love to be able to include students with other conditions and learning difficulties in our study, the nature of our research means that we can only focus on these three groups for the time being.
Our research team has substantial training and experience in interviewing young people with different conditions. All interviews will be tailored to the individual needs and preferences of participants and their families. For each completed interview, participants will receive a £20 Love-to-Shop voucher.
We are very excited about this research and the opportunity to shed light on a different perspective to that of typical accounts of disability and SEN in the media.We very much hope to hear from you, and we look forward to sharing our findings in the months to come.
Should you want to take part and/or discuss more, please get in touch with Dr Angharad Butler-Rees at disabled.transitions@warwick.ac.uk
Also read:
- How do expectations influence disabled young people’s educational attainment?
- This Education Policy Institute research proves why every teacher MUST be a teacher of SEND
- DfE Research: Mainstream Teaching Assistant cuts negatively impacting SEND pupils
- SENCO basics: My research defining the role of the modern SENCO
- SEND researchers identify key lessons for teaching children with special education needs in lockdown
- How has special education needs evolved in the 40 years since the Warnock Report?
Don’t miss a thing!
Don’t miss any posts from SNJ - simply add your email address below. You must click the link in the confirmation email you’ll receive to activate your free subscription.
You can also keep up with us by following our WhatsApp Channel!
Want more? Be an SNJ Patron!
SNJ is a non-profit company and everyone who writes here does so voluntarily. We need your support to help us with costs by donating once or as a regular patron. Regular donors get an exclusive SEND update newsletter as thanks! Find out more here
- How social class deepens inequalities experienced by disabled young people in England’s mainstream schools - January 19, 2023
- The stark inequalities of social mobility of disabled young adults in England - October 18, 2022
- The inequalities in Post-16 education and work for young disabled people - May 5, 2021
