Abstract
There is overwhelming evidence that the educational outcomes of children in care are poor in comparison to their peers. There has been ongoing concern regarding the effectiveness of the Personal Education Plan (PEP) policy in promoting the educational attainment of this cohort of children. This study explores the current legal, policy and practice initiatives for supporting the educational rights of children in care and employed a qualitative methodology which utilised purposive sampling techniques to elicit the views and experiences of 20 primary school in respect of; their experiences of PEPs; multi-professional collaboration in respect of PEPs; teachers understanding and experience of children’s educational rights as defined in the 1989 United Nations Convention on the Rights on the Child and explored the possibility of more suitable practice models that might better support children in care achieve their potential in education? A Research Advisory Group (RAG) incorporating key professionals was established to contribute to the research data collection instruments and support the analysis and dissemination of findings. Data was collated through interviews and focus groups and emerging themes were considered through a collaborative discursive process with the Research Advisory Group. Interviews were conducted via online platforms and were audio-recorded with consent and pseudonyms used. Data was analysed thematically and findings are presented to contribute to the body of knowledge on Personal Education Planning processes for the promotion of the educational attainment of children in care in Northern Ireland.
Presenters
Patricia NichollStudent, Doctorate in Childhood Studies, Queen's University Belfast, United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
PERSONAL EDUCATION PLANS, CHILDREN IN CARE,EDUCATION ATTAINMENT, CHILDREN'S RIGHTS
