Lived Experiences of Special Schools in England

Key Considerations for Social Work Practice

Bibliographic Data

ID10895003
AuthorsJulia Smith (0000-0002-5175-1109, Service user), Mark Lynes (Service user), Charles Mark English-Peach (Service user), Clive Sealey (0009-0000-3997-6949, Allied Health and Community, University of Worcester , Worcester WR2 6AJ, UK, corresponding author)
Year2023
Volume53
Issue3
Pages1341-1351
Publication date2023-05-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe British Journal of Social Work (JOURNAL)
Journal identifiersISSN: 0045-3102 • E-ISSN: 1468-263X
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/bjsw/bcac230
OpenAlexW4311466218
LanguageEN
References cited11

This article presents the lived experiences of attending special education schools in England from the perspectives of three individuals over different times and for different reasons. The focus on the lived experiences is to detail the real-life impact that attending special schools can have on individuals. The accounts highlight that whilst all the individuals had positive experiences from attending special schools, a recurring negative theme from all three individuals is that of a pervading sense of low expectations. The accounts detail the long-term impact of this recurring negative theme for the individuals, and key considerations for social work in the context of the increased use of special schools through the practice of Education Health and Care plans

Context (archaeology) · Lived experience · Medical education · Pedagogy · Political science · Psychotherapist · Sociology · Special education · Theme (computing) · Work (physics) · Educational and Psychological Assessments · Family and Disability Support Research · History · Medicine · Psychology · Social Work Education and Practice · Social Work

Tools

Open DOIOpen Access