1.4d. How do continuity and stability across relationships, placements and professionals, and timely access to services, influence outcomes for children, young people and learners? Services may include support for different special educational needs and/or disabilities (SEND), and cultural and recreational support.
Background
Inclusion focuses on understanding the challenges and protective factors that influence inclusion, belonging, and fair access to high-quality education and care. We want to explore what works in practice to support children, young people and learners who face the highest barriers. This includes looking at the approaches that have the greatest impact on their achievement, wellbeing and long-term outcomes. It involves examining effective strategies for multi-agency collaboration, early identification and action in response to identified needs, and adapting provision to meet diverse challenges. We are interested in finding out how high-quality inclusive practice is shaped by local context. We also want to see where providers show exceptional practice and strong outcomes across all the areas we regulate and inspect.
Next steps
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Related UKRI funded projects
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FS:Insight
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Partially relevant as it focuses on supporting children with special educational needs, but does not address continuity, stability, or timely access to services.
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Fully relevant as it creates a longitudinal profile of pupils with special educational needs in Northern Ireland, linking educational outcomes with socio-economic circumstances and aiming to inform policy development.