‘It’s sometimes a bit towering’

Young people’s discursive understanding of the term ‘special education needs’ and how it shapes inclusion

Bibliographic Data

ID22422151
AuthorsJasmine Henderson (0009-0008-7676-5794, Queen's University Belfast, corresponding author), Aoibhe Kieran (0000-0003-0727-703X, Queen's University Belfast), Stephanie Burns (0000-0001-7482-7316, Queen's University Belfast)
Year2026
Pages1-17
Publication date2026-05-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13603116.2026.2667472
OpenAlexW7160856843
LanguageEN
References cited42

This article examines how Young People (YP) who do not access Special Educational Needs (SEN) provisions construct their understanding of the term ‘SEN’, offering insights into the social environment and informing the development of inclusive educational settings. Six focus groups were conducted with students aged 11–16 (early to late adolescence) from Northern Ireland; data were analysed using a Critical Discursive Psychology (CDP) approach. This study identified five recurring patterns of talk used by YP to make sense of the term, including the term SEN as Towering, Limiting, a Marker of Difference, Misused and Taboo. Findings indicate that language plays a key role in influencing social perceptions, often reinforcing stereotypes, marginalising individuals and creating additional barriers to inclusion. This analysis explores the challenges of silence alongside the risks of stigma, both of which may discourage open discussion around SEN. It concludes with suggestions on how to promote a supportive and understanding social climate in schools.

Discourse analysis · Higher education · Qualitative research · Special education · Disability Rights and Representation · Educational Theory and Curriculum Studies · Teacher Education and Leadership Studies

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