A realist evaluation of expert practices in education and care for children with special educational needs and disability

Clarry, Laura

Abstract

Background and Purpose
There is a dearth of research into effective expert practices in the education and care of children and young people with special educational needs and disability, particularly regarding outcomes from interventions and the factors contributing to these. Through a realist evaluation approach this study was designed to identify expert practice, the mechanisms that were important to achieving positive outcomes, and the context in which such achievement was made possible. This represented review of a complex intervention and indicated the need for thorough exploratory research before experimental studies could be considered.

Study Design
The study proceeded through stages of completing a systematic review of existing evidence; observation, documentary review and reflective interviews to understand the daily structures and routines at the setting; and full realist evaluation of expert practice through semi-structured interviews with staff and young people across education and care provision. Data were analysed thematically to establish important contexts, mechanisms, and outcomes. A series of concept maps was used to manage the complexity of integrating the varied data with the realist aspects of mechanisms, context and outcomes.

Findings
Mechanisms of expert practice were built from a sophisticated relationship development foundation and included consistency and persistence, behaviour management and “instant reset” after incidents, and reflective practice. These were enacted within the contexts of organisational ethos, focus on the individual and trauma-informed awareness, a total communication approach, and sophisticated considerations of time as a factor. The outcomes were behavioural, academic, and social/emotional in nature.

Conclusions
The novel contributions of the study were new understanding of the essential elements of expert practice in this field, together with the possibility of replicable aspects that could be useful to other organisations of a similar nature in further improving their own expert practice. Ultimately, enhanced outcomes for children and young people with special educational needs and disability should ensue. An additional outcome from the study was the development of a protocol for observation in special educational needs and disability (SEND) education.

Citation

Clarry, L. (2024). A realist evaluation of expert practices in education and care for children with special educational needs and disability. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: Feb 8, 2024
• Publicly Available Date: Apr 27, 2024
• Award Date: Mar 26, 2024