[Yerong Xian]
[娴艺荣]

[20675007]

[Bridging Policy and Practice: Understanding the Experiences of SEND Students in Southeast England’s Secondary Schools]
[桥接政策与实践：了解英格兰东南部中学 SEND 学生的经历]

Module EDUC4308:
模块 EDUC4308：
Understanding and Planning Educational Research
理解和规划教育研究

Course: MA Education
课程： MA Education

Marking tutor: [Klaus Mundt]
评分导师：[Klaus Mundt]

Word count for Part A: [3009]
A 部分字数：[3009]

PART A: Research Proposal (3000 words, +/- 10%)
A 部分：研究 Proposal（3000 字，+/- 10%）

[Bridging Policy and Practice: Understanding the Experiences of SEND Students in Southeast England’s Secondary Schools]
[桥接政策与实践：了解英格兰东南部中学 SEND 学生的经历]

Introduction to research topic
研究课题介绍

More than 1.6 million students in England are identified as having special educational needs (SEN), a figure that is 101,000 more than in 2023. This includes students who have an Education, Health and Care (EHC) plan, as well as students who receive SEN support but do not have an EHC plan. Since 2016, the numbers of both groups have shown a continuous growth trend. Specifically, the percentage of students with an EHC plan increased from 4.3% to 4.8% in 2023, while the percentage of students receiving SEN support increased from 13.0% to 13.6% in 2023. As the proportion of SEND students increases year by year, the contradiction between educational resources and policy implementation is increasingly apparent (Department for Education, 2023)
英格兰有超过 160 万名学生被确定为有特殊教育需求 （SEN），这一数字比 2023 年增加了 101,000 人。这包括拥有教育、健康和护理 （EHC） 计划的学生，以及接受 SEN 支持但没有 EHC 计划的学生。自 2016 年以来，这两个群体的数量都呈现出持续增长的趋势。具体来说，拥有 EHC 计划的学生比例从 4.3 年的 4.8% 增加到 2023%，而接受 SEN 支持的学生比例从 13.0 年的 13.6% 增加到 2023%。随着 SEND 学生比例的逐年增加，教育资源与政策实施之间的矛盾越来越明显（Department for Education， 2023）.

Although the British government adopted policies such as the Children and Families Act 2014 and the SEND Code of Practice to ensure that SEND students receive adequate educational support, in the actual implementation process, due to the lack of resources, insufficient teacher training and regional differences, the actual effect of the policy has not fully reached the expected goal. Therefore, the gap between policy and practice still exists, and this gap needs to be bridged through further optimization and improvement of policy implementation mechanisms.
虽然英国政府采取了 2014 年儿童与家庭法 （Children and Families Act 2014） 和 SEND 行为准则 （SEND Code of Practice） 等教育政策 ，以确保 SEND 学生获得足够的教育支持，但在实际实施过程中，由于资源匮乏、教师培训不足和地区差异，政策的实际效果并未完全达到预期目标。因此，政策与实践之间的差距仍然存在，而这种差距需要通过进一步优化和完善政策实施机制来弥合。

The Southeast region is chosen for the study mainly because its education system exhibits a high degree of diversity, both in the composition of the student body and in the allocation of school resources. The South East region covers many types of regions, including urban, suburban and rural, each with its own characteristics in terms of socio-economic background and demographic characteristics, which have a significant impact on the way education resources are allocated and served. Urban areas such as Brighton and Portsmouth, for example, typically have more diverse student populations, including large immigrant communities and economically disadvantaged families; Some rural areas, such as Kent and Surrey, have relatively homogeneous student populations, but face unique challenges such as resource scarcity and geographic isolation (Office for National Statistics, 2018)
选择东南部地区进行研究主要是因为其教育系统在学生群体构成和学校资源分配方面都表现出高度的多样性。东南地区涵盖多种类型的地区，包括城市、郊区和农村，每个地区在社会经济背景和人口特征方面都有自己的特点，这对教育资源的分配和服务方式有重大影响。例如，布莱顿和朴茨茅斯等城市地区通常拥有更多样化的学生群体，包括大型移民社区和经济弱势家庭;一些农村地区，如肯特和萨里，学生人数相对同质，但面临资源稀缺和地理隔离等独特挑战（英国国家统计局，2018 年）.

In addition, there are marked differences in the distribution of educational resources across the area. This inequality of resources can have an impact on the quality of education, particularly for pupils with special educational needs (SEND), as some schools receive more funding and support because of the strength of the area or better historical performance. It is therefore particularly important to ensure that all pupils have access to the same high quality educational support. When implementing SEND policies in the South East, it is therefore important to focus on and address these inequalities in order to ensure a fair distribution of resources.
此外，整个地区的教育资源分布也存在显著差异。这种资源不平等会对教育质量产生影响，特别是对于有特殊教育需求 （SEND） 的学生，因为一些学校由于该地区的实力或更好的历史表现而获得更多的资金和支持。因此，确保所有学生都能获得相同的高质量教育支持尤为重要。因此，在东南部实施 SEND 政策时，重要的是要关注并解决这些不平等现象，以确保资源的公平分配。

Overall, the education system in the South East is affected by a combination of economic inequalities, diverse demographics and unequal distribution of resources, and the successful implementation of a SEND policy will ensure that all pupils, regardless of background or ability, have access to the support and resources they need. The effective implementation and tangible results of SEND policy in practice are ensured by adopting a tailored approach, building on the support of local leadership and continuing to strengthen the professional development of teachers.
总体而言，东南部的教育系统受到经济不平等、人口结构多样化和资源分配不平等的综合影响，SEND 政策的成功实施将确保所有学生，无论背景或能力如何，都能获得他们需要的支持和资源。通过采用量身定制的方法，在地方领导的支持下继续加强教师的专业发展，可以确保 SEND 政策在实践中的有效实施和切实成果。

Literature review and research questions
L迭代回顾和研究问题

SEND policy background
SEND 策略背景

In recent years, the implementation of special educational needs (SEND) policy has become the focus of attention in the British education field. The policy aims to ensure that all children, including students with special educational needs, have equal access to quality educational resources. To achieve this, the Children and Families Act 2014 was created to improve the support and experience of SEND students and their families in education, health and social care. The bill introduces the Education, Health and Care Plan (EHCP), a comprehensive support framework that aligns the education, health and social care needs of SEND students.
近年来，特殊教育需求 （SEND） 政策的实施已成为英国教育领域关注的焦点。该政策旨在确保所有儿童，包括有特殊教育需要的学生，都能平等地获得优质教育资源。为了实现这一目标，制定了 2014 年儿童和家庭法，以改善 SEND 学生及其家庭在教育、健康和社会护理方面的支持和体验。该法案引入了教育、健康和护理计划 （EHCP），这是一个全面的支持框架，旨在协调 SEND 学生的教育、健康和社会护理需求。

The SEND Code of Practice (Special Educational Needs and Disability Code of Practice) was created to coincide with the implementation of the Act. As a practical guide, the Code provides a clear framework of practice for local authorities, schools, healthcare providers and other relevant organisations to provide appropriate support to SEND students. The Code covers children and young people with SEN from birth to 25 years of age and its core requirements include early identification and intervention, timely identification of student needs and provision of support; Achieve personalized support and develop EHCP that meets students' needs; Ensuring that parents and students have a voice in decision-making; Promote cooperation between the education, health and social welfare sectors. (Department for Education & Department of Health, 2015)
SEND 行为准则（特殊教育需求和残疾实践准则）的制定是为了配合该法案的实施。作为实用指南，该准则为地方当局、学校、医疗保健提供者和其他相关组织提供了一个清晰的实践框架，以便为 SEND 学生提供适当的支持。《守则》涵盖初生至25岁的有特殊教育需要的儿童及青少年，其核心要求包括及早识别和介入、适时识别学生需要和提供支援;获得个性化支持并开发满足学生需求的 EHCP;确保家长和学生在决策中拥有发言权;促进教育、卫生和社会福利部门之间的合作。（教育部和卫生部，2015年）

At the same time, the Code encourages mainstream schools to accept more SEND students, create an inclusive education environment, and make continuous improvement based on feedback from students and parents. Local governments are also required to allocate resources transparently and regularly monitor service quality. The ultimate goal of The SEND Code of Practice is to enhance the academic ability and social independence of SEND students, reduce family pressure, and lay a solid foundation for the overall development and future life of students through dynamic adjustment of support measures.
同时，该准则鼓励主流学校接收更多的 SEND 学生，创造共融的教育环境，并根据学生和家长的反馈不断改进。地方政府还需要透明地分配资源并定期监控服务质量。SEND 行为准则的最终目标是通过动态调整支持措施，提高 SEND 学生的学术能力和社会独立性，减轻家庭压力，为学生的全面发展和未来生活奠定坚实的基础。

The relationship between policy and practice
政策与实践之间的关系

In recent years, British SEND policy has increasingly emphasized the combination of students' rights and inclusive education. Alderson (2018) points out that the Children and Families Act 2014 and the SEND Code of Practice explicitly require education and psychology experts to inform families about their rights and help them to uphold those rights by appropriate means. The Salamanca statement also stressed that inclusive schools are an effective means to eliminate discriminatory attitudes, build inclusive societies and achieve education for all(UNESCO, 1994). However, the policy faces challenges in practice, such as how to balance resource allocation with social justice, the failure of some schools to fully incorporate the voices of parents and students in the development of EHCP, or the effectiveness of policy implementation varies due to economic and resource differences between regions. A critical perspective is that an overly formalized EHCP may inadvertently neglect students whose needs are not included in the standards framework. Therefore, it is recommended to reallocate funds to rely less on special schools and support more mainstream schools, so as to truly achieve inclusive education.
近年来，英国 SEND 政策越来越强调学生权利与包容性教育的结合。Alderson （2018） 指出，2014 年儿童和家庭法 和 SEND 实践守则明确要求教育和心理学专家告知家庭他们的权利，并帮助他们以适当的方式维护这些权利。萨拉曼卡声明还强调，全纳学校是消除歧视态度、建设全纳社会和实现全民教育的有效手段（UNESCO 1994）然而，该政策在实践中面临挑战，例如如何平衡资源分配与社会正义，一些学校未能将家长和学生的声音充分纳入 EHCP 的发展，或者政策实施的有效性因地区之间的经济和资源差异而异。一个批判性的观点是，过于正式的 EHCP 可能会无意中忽视那些需求未包含在标准框架中的学生。因此，建议重新分配资金，减少对特殊学校的依赖，支持更多的主流学校，从而真正实现共融教育。

Although the policy encourages inclusive education, the contradiction between the "standards agenda" and the "inclusion agenda" still exists. In the face of low ability students, schools often balance between meeting the needs of SEND students and improving the overall competitiveness of the school. For example, Dyson & Gallannaugh (2007) found through his research on Broadmeadow Primary School that the school provides personalized support to students with different needs through a variety of teaching methods (such as experiential learning, mind mapping, etc.). Research shows that the SEND policy promotes the attention of marginalized student groups and helps to achieve educational equity. However, the cost and energy investment in policy implementation also put forward higher requirements for schools.
尽管该政策鼓励全纳教育，但“标准议程”和“全纳议程”之间的矛盾仍然存在。面对能力低下的学生，学校通常会在满足 SEND 学生的需求和提高学校的整体竞争力之间取得平衡。例如，Dyson & Gallannaugh（2007）通过他对Broadmeadow小学的研究发现，学校通过各种教学方法（如体验式学习、思维导图等）为有不同需求的学生提供个性化的支持。研究表明，SEND 政策促进了对边缘化学生群体的关注，并有助于实现教育公平。然而，政策实施中的成本和精力投入也对学校提出了更高的要求。

In addition, Bines (2000) discussed the inequity of SEND resource allocation in the context of education marketization, pointing out that due to the uneven budget allocation, some schools are more inclined to invest resources in fields that can improve school rankings, while the needs of SEND students are often ignored. This tendency focuses resources on standardized results and weakens support for inclusive education. Porter and Ingram (2021) further explore the experience of SEND girls in mainstream secondary schools, pointing out that they often face problems such as lack of belonging, social rejection and anxiety. This shows a lack of focus in current policy on the actual experience of SEND students. To address this shortfall, this study will explore the learning experiences and challenges in school from the perspective of students, and analyze the fit between policy and practice.
此外，Bines （2000） 讨论了教育市场化背景下 SEND 资源分配的不公平性，指出由于预算分配不均，一些学校更倾向于将资源投入到可以提高学校排名的领域，而 SEND 学生的需求往往被忽视。这种趋势将资源集中在标准化结果上，削弱了对全纳教育的支持。Porter 和 Ingram （2021） 进一步探讨了 SEND 女孩在主流中学的经历，指出她们经常面临缺乏归属感、社交排斥和焦虑等问题。这表明当前政策缺乏对 SEND 学生实际体验的关注。为了解决这一不足，本研究将从学生的角度探讨学校的学习经历和挑战，并分析政策与实践之间的契合度。

Research Question
研究问题

1. What are the main educational challenges for SEND students to secondary schools in the South East of England?
1. SEND 学生在英格兰东南部的中学面临的主要教育挑战是什么？

2. How do current policies (e.g. EHCP) and school practices affect the educational experience of SEND students?
2. 现行政策（例如 EHCP）和学校实践如何影响 SEND 学生的教育体验？

3. Do students, teachers, and school leaders perceive a gap between policy and actual needs?
3. 学生、教师和学校领导是否认为政策与实际需求之间存在差距？

4. How do resource differences affect the educational experience of SEND students?
4. 资源差异如何影响 SEND 学生的教育体验？

Research design
研究设计

This study adopts multi-case qualitative research method. Qualitative research is well suited to this project because it focuses on personal experience, subjective feelings, and complex situational factors (Creswell & Poth, 2018). The experience of SEND students is diverse and complex, and it is difficult to fully present the detailed differences among them only by relying on quantitative data. From the perspective of qualitative research, researchers can deeply explore students' feelings about support services, how teachers adjust teaching according to student differences, and the specific impact of policy discourse on these interaction processes (Bryman, 2016).
本研究采用多案例定性研究方法。定性研究非常适合这个项目，因为它关注个人经验、主观感受和复杂的情境因素（Creswell & Poth， 2018）。SEND学生的经历是多样和复杂的，仅依靠定量数据很难完全呈现他们之间的详细差异。从定性研究的角度来看，研究人员可以深入探讨学生对支持服务的感受，教师如何根据学生差异调整教学，以及政策话语对这些互动过程的具体影响（Bryman，2016）。

This study selected three schools and ranked them from high to low in order to form the basis for the comparison of multiple case studies. Located in an urban area, the high resource school in Brighton is equipped with abundant teaching resources, advanced educational technology, adequate teacher training opportunities and a perfect student support system, which can provide highly personalized education services for SEND students. The secondary resource school is located on the outskirts of Guildford and although relatively well resourced, there are still limitations in educational technology and support services, and teachers may face insufficient time and training challenges in meeting the special needs of students. Low resource schools are located in rural areas of Kent and due to funding constraints, lack of resources and limited teacher support, SEND students may struggle to access adequate personalized counselling and psychological support. The three schools differ in the ratio of teachers to students, the proportion of special education funding, and the proportion of students sent. By comparing these schools, the study was able to reveal how resource differences affect the educational experience of SEND students and explore the specific role of the policy environment at secondary level in the South East of England.
本研究选择了 3 所学校，并将它们从高到低排序，以形成多个案例研究比较的基础。位于布莱顿的 highresourceschool 位于市区，拥有丰富的教学资源、先进的教育技术、充足的教师培训机会和完善的学生支持系统，可以为 SEND 学生提供高度个性化的教育服务。中学资源学校位于吉尔福德郊区，虽然资源相对充足，但在教育技术和支持服务方面仍然存在限制，教师在满足学生的特殊需求方面可能面临时间不足和培训挑战。资源匮乏的学校位于肯特郡的农村地区，由于资金限制、缺乏资源和有限的教师支持，SEND 学生可能难以获得足够的个人教育咨询和心理支持。这三所学校在师生比例、特殊教育资金比例和派学生比例方面存在差异。通过比较这些学校，该研究能够揭示资源差异如何影响 SEND 学生的教育经历，并探索政策环境在英格兰东南部中学阶段的具体作用。

Data collection methods and analytical approaches
Data 采集方法和分析方法

Interview
面试

One of the main data collection methods in this study is semi-structured interview. This kind of interview plays an important role in this study, because it is both open and goal-oriented, and can deeply explore the experience and views of SEND students, teachers and school administrators on the gap between policy and practice. Compared with fully unstructured interviews, semi-structured interviews, although providing a preset question framework, still retain the flexibility to adjust the questions according to the progress of the interview, enabling researchers to capture more in-depth and dynamic information. Interviews at the beginning of the study tended to be more "exploratory conversations," allowing participants to freely discuss topics related to the study. For example, SEND students may be encouraged to describe in their own words their daily learning experiences, their feelings about receiving support services, and the main difficulties they face. The goal of this phase of the interview is to identify potentially important areas and key topics, laying the foundation for subsequent, more focused interviews. The initial phase of teacher interviews may focus on teaching challenges, confusion in policy implementation, and how to adjust teaching strategies to meet student needs, while school administrators are guided to discuss the allocation of school resources, the effect of policy implementation, and their support for teaching. In the subsequent stage, interviews gradually focus on specific issues. For example, SEND students may be asked whether the practical effects of the EHCP meet their needs, whether they feel a sense of belonging in the school, and whether the school's support measures are adequate. Teachers, on the other hand, may be asked how they adjust their teaching strategies in the classroom to support SEND students, whether they have received relevant training, and the practical difficulties and resource needs in facing the SEND policy. Interviews with school administrators further explored whether resources were distributed fairly, major barriers to policy implementation, and their views on improvements to existing policies（Bell & Waters, 2018）
本研究的主要数据收集方法之一是半结构化访谈。这种访谈在本研究中起着重要作用，因为它既开放又以目标为导向，可以深入探讨 SEND 学生、教师和学校管理人员对政策与实践差距的经验和观点。与完全非结构化访谈相比，半结构化访谈虽然提供了预设的问题框架，但仍然保留了根据访谈进度调整问题的灵活性，使研究人员能够捕捉到更深入和动态的信息。研究开始时的访谈往往更像是“探索性对话”，允许参与者自由讨论与研究相关的话题。例如，可以鼓励 SEND 学生用自己的语言描述他们的日常学习经历、他们对接受支持服务的感受以及他们面临的主要困难。这一阶段访谈的目标是确定潜在的重要领域和关键主题，为后续的、更有针对性的访谈奠定基础。教师访谈的初始阶段可能侧重于教学挑战、政策实施中的困惑以及如何调整教学策略以满足学生的需求，而学校管理人员则被引导讨论学校资源的分配、政策实施的效果以及他们对教学的支持。在后续阶段，访谈逐渐聚焦于具体问题。例如，可能会询问 SEND 学生 EHCP 的实际效果是否满足他们的需求，他们是否在学校有归属感，以及学校的支持措施是否足够。 另一方面，教师可能会被问及他们如何调整课堂教学策略以支持 SEND 学生，他们是否接受过相关培训，以及面对 SEND 政策的实际困难和资源需求。与学校管理人员的访谈进一步探讨了资源是否公平分配，政策实施的主要障碍，以及他们对现有政策改进的看法（Bell & Waters，2018）.

The selection of interview subjects is carefully designed to ensure a diverse and representative sample. SEND students will be randomly selected from three schools, with a total of 30 students, covering different age groups, genders and types of needs, ensuring a wide range of personal experiences are covered. In terms of teachers, a total of 30 full-time teachers and ordinary class teachers supporting SEND students are selected to understand the differences in policy implementation under different teaching roles. The school administrator selects the principal of each school or the director in charge of SEND affairs, a total of 3 people, to discuss the relationship between policy and practice from the perspective of leadership. In addition, focus group interviews with non-SEND students are specially set up, and 4-6 students were selected from each school, with a total of 15-18 students, to obtain comparative perspectives and discuss the impact of policies on the overall school environment. Each interview will last 45 minutes and two in-depth interviews are conducted for each interviewee. The first interview focus on obtaining broad background information and initial experience, while the second interview further explores issues that are not detailed or needed clarification in the first interview. Focus group interviews aim to gain insight into non-SEND students' perceptions of school policies and the classroom environment through group interaction, and to explore the impact of policy implementation on the overall school culture and climate.
访谈对象的选择 经过精心设计，以确保样本多样化和有代表性。SEND 学生将从三所学校中随机选择，共 30 名学生，涵盖不同的年龄组、性别和需求类型，确保涵盖广泛的个人经历。在教师方面，共选取了 30 名支持 SEND 学生的全职教师和普通班主任 ，以了解不同教学角色下政策执行的差异。学校行政人员选择每所学校的校长或负责 SEND 事务的主任，共 3 人，从领导层的角度讨论政策与实践的关系。此外，特别设置了对非 SEND 学生的焦点小组访谈 ，从每所学校挑选了 4-6 名学生，共 15-18 名学生，以获得比较视角并讨论政策对整体学校环境的影响。每次面试将持续 45 分钟，并为 每位受访者进行两次深入面试。第一次面谈侧重于获得广泛的背景信息和初步经验，而第二次面谈进一步探讨了 第一次面谈中未详细或需要澄清的问题。焦点小组访谈旨在通过小组互动深入了解非 SEND 学生对学校政策和课堂环境的看法，并探讨政策实施对整体学校文化和氛围的影响。

The data recording during the interview is strictly designed. The researchers record the core content during the interview and transcribe it in detail after the meeting to ensure data integrity. In this way, semi-structured interview not only provides a flexible and in-depth approach to data collection, but also provides a solid foundation for revealing the actual effects and problems of SEND policy in practice.
访谈期间的数据记录经过严格设计。研究人员在访谈中记录核心内容，并在 会后详细转录，以确保数据完整性。通过这种方式，半结构化访谈不仅提供了一种灵活而深入的数据收集方法，也为揭示 SEND 政策在实践中的实际效果和问题提供了坚实的基础。

Classroom Observation
课堂观察

Classroom observation is also an important part of this study, focusing on recording the social activities of SEND students, the personalized support strategies of teachers and the use of resources. By designing standardized observation templates, researchers are able to systematically capture the details of behavior and interaction patterns. Ainscow (2005) showed that observation can reveal the true state of inclusive practices and provide an important basis for reevaluating and improving existing practices.
课堂观察也是本研究的重要组成部分，重点是记录 SEND 学生的社交活动、教师的个性化支持策略和资源的使用。通过设计标准化的观察模板，研究人员能够系统地捕捉行为和交互模式的细节。Ainscow （2005） 表明，观察可以揭示包容性实践的真实状态，并为重新评估和改进现有实践提供重要基础。

Data Analysis
数据分析

Data analysis uses induction to identify patterns, themes, and categories from raw data, rather than assume assumptions or theoretical frameworks. Through repeated reading and open coding of interview records and classroom observation notes, researchers will summarize the key factors that affect the SEND students' experience. At the same time, thematic analysis is used to identify patterns in qualitative data, including data coding and thematic generalization (Braun & Clarke, 2006), such as the implementation of SEND policy, student well-being, teacher training and school support. The advantage of induction is that it provides flexibility, allowing researchers to discover unforeseen patterns and themes that support theoretical construction. However, the disadvantage of this method is that the analysis process is complicated and the newly formed theory may be difficult to verify immediately. Nevertheless, through careful analysis of data, this study strives to comprehensively present the complex relationship between resource differences, policy practices and the educational experience of SEND students, providing new perspectives and suggestions for policy improvement and educational practice.
数据分析使用归纳法从原始数据中识别模式、主题和类别，而不是假设假设或理论框架。通过对访谈记录和课堂观察笔记的重复阅读和开放编码，研究人员将总结出影响 SEND 学生体验的关键因素。同时，主题分析被用来识别定性数据的模式，包括数据编码和主题概括（Braun & Clarke，2006），如SEND政策的实施、学生的福祉、教师培训和学校支持。归纳法的优势在于它提供了灵活性，使研究人员能够发现支持理论构建的不可预见的模式和主题。然而，这种方法的缺点是分析过程复杂，新形成的理论可能难以立即验证。尽管如此，通过对数据的仔细分析，本研究力求全面呈现资源差异、政策实践和 SEND 学生教育经历之间的复杂关系，为政策改进和教育实践提供新的视角和建议。

Conclusion
结论

This research proposal assesses the increasing proportion of SEND students in England and the challenges posed by implementing policies in different educational Settings, particularly in the South East of England. The research design uses a multi-case qualitative study to provide a comprehensive framework for exploring the lived experiences of SEND students, the perspectives of teachers and school leaders, and the effectiveness of policies such as the Children and Families Act 2014 and the SEND Code of Practice. It suggests the support strategies that have the greatest impact by looking at the academic, social and emotional challenges faced by SEND students and their educational experiences.
本研究提案评估了英格兰 SEND 学生比例的增加以及在不同教育环境中实施政策所带来的挑战，尤其是在英格兰东南部。研究设计使用多案例定性研究来提供一个全面的框架，用于探索 SEND 学生的生活经历、教师和学校领导的观点以及 2014 年儿童和家庭法和 SEND 实践守则等政策的有效性它通过查看学术、 SEND 学生面临的社会和情感挑战及其教育经历。

Through a combination of semi-structured interviews, focus group interviews, classroom observations and document analysis, and by selecting three schools representing high, medium and low resource backgrounds, this study provides insights into how resource allocation and policy implementation affect the daily lives of students with SEND. At the same time, the study captures the nuanced impact of resource inequalities on policy implementation and student achievement, and also synthesises the perspectives of different stakeholders, including SEND students, non-SEND students, teachers and school leaders, to ensure a holistic understanding of the barriers and opportunities to creating inclusive educational environments.
通过结合半结构式访谈、焦点小组访谈、课堂观察和文件分析，并选择代表高、中、低资源背景的三所学校，本研究提供了关于资源分配和政策实施如何影响 SEND 学生日常生活的见解。同时，该研究捕捉了资源不平等对政策实施和学生成绩的细微影响，并综合了不同利益相关者的观点，包括 SEND 学生、非 SEND 学生、教师和学校领导，以确保全面了解创造包容性教育环境的障碍和机会。

The proposed methodology has considerable strengths. The qualitative research design was able to explore in depth experiences that quantitative methods may have missed, particularly in relation to the voices of SEND students themselves. In addition, the multi-case study design was able to respond effectively to differences in resource levels, providing rich insights into understanding the impact of different educational settings on success in inclusive education. By engaging directly with SEND students, the research emphasises their personal narratives, highlighting their agency and unique perspectives within the education system, thus enhancing the practical relevance of the research.
所提出的方法具有相当大的优势。定性研究设计能够深入探索定量方法可能遗漏的经验，特别是与 SEND 学生自己的声音有关的经验。此外，多案例研究设计能够有效地应对资源水平的差异，为理解不同教育环境对全纳教育成功的影响提供了丰富的见解。通过与 SEND 学生直接接触，该研究强调了他们的个人叙述，突出了他们在教育系统中的能动性和独特观点，从而提高了研究的实际相关性。

However, there are limitations to the methodology. While relying on qualitative data can provide insights, it may limit the ability to apply research findings to broader contexts. At the same time, the time and effort required to collect and analyse qualitative data can challenge the scope and feasibility of research. Therefore, striking a balance between the pursuit of knowledge and the management of practical constraints is critical to the success of the research.
但是，该方法存在局限性。虽然依赖定性数据可以提供见解，但它可能会限制将研究结果应用于更广泛背景的能力。同时，收集和分析定性数据所需的时间和精力可能会对研究的范围和可行性提出挑战。因此，在追求知识和管理实际约束之间取得平衡对于研究的成功至关重要。

Overall, this research proposal constructs a structured and influential framework that aims to fill a significant gap in the current understanding of SEND policy in terms of mainstream education's focus on the sense of experience of students with SEND. By focusing on the dynamic interplay between resource allocation, policy and practice, and by emphasising the lived experiences of students with SEND, the research is expected to provide practical recommendations that will enhance inclusion and equity in education. Ultimately, the research findings will seek to align policy objectives with the practicalities of implementing these at school level to deliver better educational experiences and outcomes for all students.
总体而言，本研究提案构建了一个结构化且有影响力的框架，旨在填补当前对 SEND 政策的理解中的重大空白，即主流教育对 SEND 学生体验感的关注。通过关注资源分配、政策和实践之间的动态相互作用，并强调 SEND 学生的生活经历，该研究有望提供实用的建议，以增强教育的包容性和公平性。最终，研究结果将寻求使政策目标与在学校层面实施这些目标的现实情况保持一致，以便为所有学生提供更好的教育体验和成果。

References
引用

Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), 109–124. https://doi.org/10.1007/s10833-005-1298-4
安斯考，M.（2005 年）。发展全纳教育系统：变革的杠杆是什么？教育变革杂志，6（2），109-124。https://doi.org/10.1007/s10833-005-1298-4

Alan Dyson & Frances Gallannaugh (2007) National policy and the development of inclusive school practices: a case study, Cambridge Journal of Education, 37:4, 473-488, DOI:10.1080/03057640701705690
Alan Dyson & Frances Gallannaugh （2007） 国家政策和包容性学校实践的发展：案例研究，剑桥教育杂志，37：4,473-488，DOI：10.1080/03057640701705690

Alderson, P. (2018). How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
奥尔德森，P.（2018 年）。特殊教育需求或残疾 （SEND） 服务如何影响所有在校学生和教师的权利：教学、心理学、政策.

Bell, J., & Waters, S. (2018). Doing your research project : a guide for first-time researchers (7th ed.). Open University Press.
贝尔，J.和沃特斯，S.（2018）。 做你的研究项目：新手研究人员指南（第 7 版）。开放大学出版社。

Bines, H. (2000). Inclusive standards?: Current developments in policy for special educational needs in England and Wales. Oxford Review of Education, 26(1), 21–33. https://doi.org/10.1080/030549800103836
宾斯，H.（2000 年）。包容性标准？：英格兰和威尔士特殊教育需求政策的当前发展。 牛津教育评论，26（1），21-33。https://doi.org/10.1080/030549800103836

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun， V.， & Clarke， V. （2006）.在心理学中使用主题分析。心理学定性研究，3（2），77-101。https://doi.org/10.1191/1478088706qp063oa

Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.
布赖曼，A.（2016 年）。 社会研究方法（第 5 版）。牛津大学出版社。

Children and Families Act. (2014). UK Public General Acts. https://www.legislation.gov.uk/ukpga/2014/6/contents
儿童和家庭法（2014 年）。 英国公共一般法案https://www.legislation.gov.uk/ukpga/2014/6/contents

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design : choosing among five approaches (4th ed., International Student ed.). SAGE Publications.
Creswell， J. W.， & Poth， C. N. （2018）。 定性探究与研究设计：在五种方法中选择（第四版，国际学生版）。SAGE 出版物。

Department for Education & Department of Health. (2015, January). SEND code of practice: 0 to 25 years. https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf
教育部和卫生部。（2015 年 1 月）。SEND 行为准则：0 至 25 岁https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf

Department for Education. (2023, June 15). Special educational needs in England: 2023/24. Explore Education Statistics. https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england/2023-24
教育部。（2023 年 6 月 15 日）。英格兰的特殊教育需求：2023/24。探索 Education Statistics。 https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england/2023-24

Office for National Statistics. (2018, June 28). Annual mid-year population estimates: Mid-2017. ONS. https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates/bulletins/annualmidyearpopulationestimates/mid2017
国家统计局。（2018 年 6 月 28 日）。年度年中种群估计：2017 年年中。ONS https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates/bulletins/annualmidyearpopulationestimates/mid2017

Porter, J., & Ingram, J. (2021). Changing the exclusionary practices of mainstream secondary schools: the experience of girls with SEND. “I have some quirky bits about me that I mostly hide from the world.” Emotional and Behavioural Difficulties, 26(1), 60–77. https://doi.org/10.1080/13632752.2021.1900999
波特，J.和英格拉姆，J.（2021）。改变主流中学的排斥做法：女孩与 SEND 的经历。“我有一些古怪的地方，我大多不向世界隐藏。” 情绪和行为困难，26（1），60-77。https://doi.org/10.1080/13632752.2021.1900999

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca statement and framework for action on special needs education. Paris: UNESCO.
联合国教育、科学及文化组织 （UNESCO）。（1994）. 萨拉曼卡声明和特殊需要教育行动框架。巴黎：联合国教科文组织。

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PART B: Research Ethics Approval Form
B 部分：研究伦理批准表

HOW TO USE THIS FORM [For your UPER ASSIGNMENT]
如何使用此表格 [For your UPER ASSIGNMENT]

PLEASE NOTE THAT YOU MUST NOT CONDUCT RESEARCH, SUCH AS COLLECTING DATA FROM PARTICIPANTS FOR THIS ASSIGNMENT. THIS ASSIGNMENT WILL ASSESS HOW YOU PLAN RESEARCH, THINK ABOUT ETHICAL CONCERNS AND HOW YOU ENGAGE WITH LITERATURE ABOUT RESEARCH.
请注意，您不得进行研究，例如从参与者那里收集此作业的数据。该作业将评估您如何规划研究、思考道德问题以及您如何参与有关研究的文献。

Please read the whole form before starting to complete it.
在开始填写之前，请先阅读整个表格。

You must complete Sections A and C. If your research involves participants, you must also complete Section B.
您必须完成 A 部分和 C 部分。如果您的研究涉及参与者，您还必须完成 B 部分。

For some questions, you will need to write responses providing details of your research or how you have considered ethical issues. For others, you will need to give a YES or NO response. You may write N/A (not applicable) if appropriate, but you must explain why.
对于某些问题，您需要写下回答，提供您的研究细节或您如何考虑道德问题。对于其他人，您需要给出 YES 或 NO 的回答。如果合适，您可以填写 N/A （not applicable），但您必须解释原因。

Section D is to be completed by your module tutor/dissertation supervisor and, if applicable, a second reviewer.
D 部分将由您的模块导师/论文导师和第二位审稿人（如果适用）完成。

SECTION A – ALL RESEARCH
A 部分 – 所有研究

This section applies to all dissertations and all assignments for which ethical approval is required (whether data-generating, using existing data, or literature-based).
本节适用于所有需要伦理批准的学位论文和所有作业（无论是数据生成、使用现有数据还是基于文献）。

Please confirm the following by ticking the box √
请通过勾选方框来确认以下内容√

If your research involves human participants (people with whom you will be generating data or whose data you will be using), please continue to Section B.
如果您的研究涉及人类参与者（您将与之生成数据或您将使用其数据的人），请继续阅读 B 部分。

If you are not conducting research with participants, please go straight to Section C.
如果您 不与参与者进行研究，请直接进入 C 部分。

SECTION B – RESEARCH INVOLVING PARTICIPANTS
B 部分 – 涉及参与者的研究

You must complete this section if your research involves participants or their data. If, after discussion with your tutor or dissertation supervisor, you are not able to respond YES to any set of statements, please comment on this in Section C.
如果您的研究涉及参与者或其数据，则必须完成该部分。 如果在与您的导师或论文导师讨论后，您无法对任何一组陈述回答“是”，请在 C 部分对此发表评论。

Please confirm the following √
请确认以下√

Please continue to Section C.
Please continue 至 C 部分。

SECTION C – SUMMARY OF ETHICAL ISSUES AND DECLARATION
C 部分 – 道德问题和宣言摘要

You must complete this section.
您必须完成此部分。

Please confirm the following
请确认以下内容