An individual is considered to have special educational needs (SEN) if they require special educational provision to enable them to access education (British Educational Research Journal, 2011, 37, 421). In 2014, a new SEN code of conduct was established, which saw further amendments the following year (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf, 2015). Research has suggested that, prior to these reforms, many parents were dissatisfied with the process of accessing SEN assessments. Literature focusing on parental experiences since the reforms remains limited and often only relates to children with an Education and Health Care Plan (EHCP). This phenomenological research aims to provide an insight into the experiences of parents who have tried to access assessments for their child's possible SEN since the 2014 SEN reforms. Five participants, who had engaged with the SEN system, were selected using purposive sampling. Semi-structured interviews were used to gain in-depth qualitative data surrounding their experiences. Thematic analysis of the data indicates that parents are having to persistently fight to access assessments, which can affect the well-being of the whole family.

中文翻译：

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家长获得特殊教育需求评估的经验

如果一个人需要特殊教育服务才能获得教育，则被视为有特殊教育需求 (SEN)（英国教育研究杂志，2011, 37, 421）。2014 年，制定了新的 SEN 行为准则，并于次年进行了进一步修订 (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015。 pdf，2015）。研究表明，在这些改革之前，许多家长对获得特殊教育需要评估的过程不满意。由于改革，关注父母经历的文献仍然有限，并且通常只涉及拥有教育和医疗保健计划 (EHCP) 的儿童。这项现象学研究旨在深入了解自 2014 年特殊教育需要改革以来，试图获取孩子可能的特殊教育需要评估的家长的经历。通过有目的的抽样，选择了五名参与过 SEN 系统的参与者。半结构化访谈用于获取有关他们经历的深入定性数据。对数据的专题分析表明，父母必须坚持不懈地争取获得评估，这可能会影响整个家庭的福祉。