The use and usefulness of a parent questionnaire to help schools identify disability

Antony Feiler, Jill Porter, Harry Daniels, Jan Georgeson, Jayne Hacker, Susan Martin

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The Equality Act 2010 will be implemented in full in 2011, and schools in the UK will have to provide special aids or services for children with disabilities where this provision is considered reasonable. This paper reports on staff perspectives on the use and usefulness of a parental questionnaire on disability from a sample of 49 schools (mainstream and special) located in 12 local authorities. Most schools found the process of administering the parent questionnaire undemanding; just under half of the sample indicated that they would take some action as a result of the data collected from the parental questionnaire (e.g., to inform plans for targeting or monitoring support for children, and to contact parents and follow-up issues they had mentioned); and about one-third of schools recorded unanticipated findings from the parental questionnaire, that is, the identification of children whose disabilities were not previously known to the school. Implications for schools are discussed.
Original languageEnglish
Pages (from-to)22-27
Number of pages6
JournalJournal of Research in Special Educational Needs
Volume12
Issue number1
Early online date8 Mar 2011
DOIs
Publication statusPublished - Jan 2012

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The use and usefulness of a parent questionnaire to help schools identify disability. / Feiler, Antony; Porter, Jill; Daniels, Harry; Georgeson, Jan; Hacker, Jayne; Martin, Susan.

In: Journal of Research in Special Educational Needs, Vol. 12, No. 1, 01.2012, p. 22-27.

Research output: Contribution to journalArticle

Feiler, Antony ; Porter, Jill ; Daniels, Harry ; Georgeson, Jan ; Hacker, Jayne ; Martin, Susan. / The use and usefulness of a parent questionnaire to help schools identify disability. In: Journal of Research in Special Educational Needs. 2012 ; Vol. 12, No. 1. pp. 22-27.
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