Double Disadvantage’: How is Funding Being Allocated to Improve the Attainment of Children with Special Educational Needs and Disabilities, Who Are Also Eligible for Pupil Premium?

Luter, Jessica (2022) Double Disadvantage’: How is Funding Being Allocated to Improve the Attainment of Children with Special Educational Needs and Disabilities, Who Are Also Eligible for Pupil Premium? Undergraduate thesis, University of Chichester.

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Abstract

The research project aimed to investigate how schools may allocate their funding to support the learning of ‘doubly disadvantaged’ children, and how this was impacted by the current funding gap (Pal, 2011; DfE, 2022). The research was undertaken in a maintained special school, which offered an alternative perspective to the mainstream-dominated research presented in the literature review. Data was collected through a mixed-method research (MMR) approach, which included observations, interviews, field notes and document analysis. The most discernible finding was that children in special education who are also eligible for pupil premium were not considered ‘doubly disadvantaged’; SEND was perceived to be the most significant barrier to learning.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Primary Teaching
Uncontrolled Keywords: SEN, SEND, disabilities
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Education and Teaching
Student Research > Undergraduate
Depositing User: Ruth Clark
Date Deposited: 13 Jul 2022 12:08
Last Modified: 13 Jul 2022 12:08
URI: https://eprints.chi.ac.uk/id/eprint/6391

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