ABSTRACT In 2014 in England a new Special Educational Needs and Disabilities (SEND) Code of Practice (CoP) was introduced. Available data on the impact of the CoP in the area of SEND are inconclusive; however, it seems that the progress of pupils with SEND falls significantly behind the achievement of all pupils, and that nationally there is considerable variation in their progress. In this exploratory study, qualitative methodology was used to elicit the concept of academic progress from the viewpoint of a group of pupils with SEND. Six children were recruited and their views were ascertained using semi-structured interviews; transcripts were analysed using Interpretative Phenomenological Analysis (IPA). Four master themes emerged from analysis: a process for future gains, defined by outside checks; various influences; and associated feelings. Findings are discussed in relation to relevant psychological theory and research. Implications for educational psychologists, and for those working in wider educational contexts, are explored.

中文翻译：

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对 SEND 儿童认知的学业进展：一项 IPA 研究

摘要 2014 年，英格兰引入了新的特殊教育需求和残疾 (SEND) 行为准则 (CoP)。关于 CoP 在 SEND 领域的影响的现有数据尚无定论；然而，似乎 SEND 学生的进步明显落后于所有学生的成就，而且在全国范围内，他们的进步存在很大差异。在这项探索性研究中，使用定性方法从一组 SEND 学生的角度引出学业进步的概念。招募了 6 名儿童，并通过半结构化访谈确定了他们的观点；使用解释性现象学分析（IPA）分析转录物。分析中出现了四个主要主题：未来收益的过程，由外部检查定义；各种影响；和相关的感情。研究结果与相关的心理学理论和研究相关。探讨了对教育心理学家和在更广泛的教育环境中工作的人的影响。