What barriers do parents face in accessing SEN services for their children? by Miss Jodie Spence

Degree Programme: MEd in Inclusion and Special Educational Needs

This article has been prepared as part of a research proposal submitted in fulfilment of the requirements of a university module assignment. The research described in this document is proposed only and has not yet been undertaken. Any future implementation of the study will be subject to the appropriate ethical approval and institutional permissions before participant recruitment or data collection commences.

Introduction

Access to appropriate Special Educational Needs (SEN) services is essential to ensuring that children with additional needs are supported to achieve positive educational and developmental outcomes. Parents play a central role in identifying their child’s needs and seeking support; however, many experience significant challenges when attempting to access SEN services in the United Kingdom (UK). These challenges can include long waiting times for assessments, lack of clear information, complex administrative processes, and inconsistent communication between schools, health services and local authorities. Such barriers can delay access to appropriate support and negatively affect outcomes for children and young people with SEND (Ofsted, 2020).

Research suggests that barriers to accessing SEN support can have negative consequences not only for children’s academic progress but also for family wellbeing. According to Norwich (2013), parents of children with special educational needs frequently report frustration and stress arising from difficulties in navigating SEN systems and securing appropriate provision. Such difficulties may lead to delays in intervention, which are particularly problematic given evidence that early and timely support is crucial for children with SEN.

Despite policy efforts aimed at improving inclusivity and parental involvement, disparities in access to SEN services remain a concern. Understanding parents’ perspectives is therefore vital in identifying systemic barriers and informing improvements in SEN provision. This study seeks to explore the research question: What barriers do parents face in accessing SEN services? By using survey-based data, the research aims to capture parental experiences and contribute evidence that may support more accessible and effective SEN support systems.

Literature review

The results of the UK study by Oulton et al. (2016) show that, in comparison to children without learning disabilities, children with learning disabilities and their families continue to encounter substantial and systemic obstacles when trying to obtain healthcare services. One of the main conclusions was that parents frequently felt compelled to take on an extremely watchful and advocacy-driven role in order to make sure that their child’s needs were identified and satisfied. Inadequate staff training, a lack of professional confidence, uneven policy execution, were all blamed for this. The study also found ongoing issues with fragmented service coordination, a lack of personalised and person-centred care, and inadequate communication between professionals and families, all of which increased parental stress and anxiety. These results align with broader SEN studies conducted in educational settings. For instance, Lamb (2009) noted that complicated administrative processes, a lack of information, and uneven access to support services often cause parents of children with SEN to become frustrated. Although Oulton et al. (2016) identified instances of best practices, these were frequently reliant on specific employees rather than being integrated into organisational structures. Overall, the evidence suggests that structural and organisational shortcomings across services continue to limit equitable access for children with learning disabilities and their families, reinforcing the need for more coordinated, transparent, and family-centred approaches to SEN provision.

Nelson et al. (2011) examined unmet dental care needs and barriers to service access for children with significant special health care needs through a large-scale parental survey, revealing that approximately one-fifth of children had unmet dental needs despite high levels of reported dental visits. Parents identified challenges such as difficulties finding dentists willing or sufficiently trained to treat children with complex conditions, and children’s aversions or behavioural responses that complicated care provision (Nelson et al., 2011). These findings align with broader research on access barriers; a mixed-methods systematic review found that children with disabilities frequently encounter obstacles related to transportation, limited provider expertise, and administrative and financial issues, all of which contribute to poorer access to dental and other healthcare services (BMC Oral Health, 2024). Such barriers are not limited to specific diagnoses but reflect systemic shortcomings in service provision, including workforce capacity and service organisation, which disproportionately affect families of children with special health care needs. Taken together, the evidence underscores that structural limitations, provider availability, and condition-specific challenges continue to restrict equitable access to essential health services, reinforcing the importance of enhanced training, service flexibility, and family-centred approaches (Nelson et al., 2011; BMC Oral Health, 2024).

The article on barriers to eliciting the voice of children and young people with Special Educational Needs and Disabilities (SEND) highlights persistent structural and communicative challenges that prevent meaningful participation in decision-making processes such as Education, Health and Care Plan (EHCP) assessments and annual reviews (Oulton et al., 2021). The study identified not only barriers intrinsic to the children, such as communication difficulties, but also barriers linked to professionals’ skills and confidence in facilitating children’s contributions, including limited training and uncertainty regarding effective consultation methods. These findings reflect broader research on participatory barriers for children with disabilities; for example, Witchger Hansen et al. (2014) found that environmental and social factors, such as school contexts and immediate surroundings, significantly limit participation and that parents often perceive a lack of support and acceptance as barriers to their children’s engagement in community and educational activities. Likewise, systematic research into participation barriers demonstrates that children with disabilities frequently encounter insufficient involvement due to adult-centred practices and low expectations of children’s contributions, which undermine their ability to express preferences and influence decisions about their care and support (Nygren et al., 2021). Together, this body of literature underscores that, despite policy rhetoric emphasising the importance of child voice, procedural complexity and professional uncertainty continue to restrict meaningful inclusion of children with SEND in decisions affecting their education and wellbeing, suggesting a need for more accessible communication strategies and enhanced professional training to ensure children’s views are genuinely heard and acted upon.

Research Objective

The objective of this research is to explore and analyse the barriers faced by parents when accessing Special Educational Needs (SEN) services for their children, drawing on parents’ perspectives to better understand how current systems operate in practice. Existing research suggests that while SEN policy frameworks emphasise parental involvement and partnership, many families continue to experience difficulties navigating SEN systems due to complex procedures, power imbalances between professionals and parents, and limited transparency in decision-making processes (Runswick-Cole, 2011). Furthermore, Goodley (2017) argues that families of children with disabilities are often required to engage in sustained advocacy in order to secure appropriate support, which can place significant emotional and practical strain on parents. The researcher is motivated to carry out this study due to the continued discrepancy between the aims of UK SEND policy and the experiences reported by parents when accessing support for their children, as identified in both academic literature and government reports. By focusing specifically on parental perceptions of access to SEN services, this research seeks to contribute evidence that may support more equitable, accessible, and family-centred SEN provision, in line with principles outlined in the SEND Code of Practice (Department for Education and Department of Health, 2015).

Research Questions

1. What difficulties, have you experienced when trying to access SEN services for your child?
2. Do you find the information provided to you about SEN services and support available for your child?
3. To what extent do you feel that professionals (e.g. teachers, SENCOs, local authority staff) listen to and value your views regarding your child’s needs?
4. Have waiting times for assessments or support affected your child’s access to appropriate SEN services?
5. How has your experience of accessing SEN services in the UK affected you as a parent or carer?

Study Design

This study will adopt a qualitative research design using semi-structured interviews to explore the barriers faced by parents of children with Special Educational Needs (SEN) when accessing SEN services in the UK. Qualitative research is appropriate for this study as it enables an in-depth exploration of participants’ experiences, perceptions, and challenges. Semi-structured interviews will be used to allow parents to discuss their experiences in their own words while ensuring that key topics, such as access to services, communication with professionals, availability of information, waiting times, and the emotional impact of navigating SEN systems, are consistently addressed across interviews.

The study will begin with a short screening questionnaire to identify eligible participants and gather background information about their experiences of accessing SEN services. The questionnaire will include a combination of closed and open-ended questions and will also seek consent from participants who are willing to take part in a follow-up interview. The use of interviews is particularly appropriate given the central role parents play in advocating for and securing support for their children. Ethical considerations will be addressed through informed consent, participant anonymity, confidentiality, and the voluntary nature of participation. Overall, this study design aims to generate rich and meaningful data that will contribute to a greater understanding of the barriers parents face when accessing SEN services.

Sampling Method

The sampling method for this study will involve purposive sampling of parents or primary caregivers of children with Special Educational Needs (SEN) within the United Kingdom. Purposive sampling is appropriate because it enables the researcher to recruit participants who have direct experience of accessing SEN services and can provide relevant information relating to the research aims (Creswell, 2018). By selecting parents who have experience of navigating SEN provision, the study aims to gather informed perspectives on the barriers encountered when seeking support for their children.

Participants will be recruited through UK-based SEN parent support groups, social media platforms, online parenting forums, and organisations that support families of children with SEN. The questionnaire will be distributed electronically using an online survey platform such as Google Forms or Microsoft Forms, allowing parents from different regions of the United Kingdom to participate. Online distribution is a practical and cost-effective method of reaching participants across a wide geographical area and can increase accessibility for parents who may be unable to participate through face-to-face recruitment (Denscombe, 2017).

Participation will be voluntary, and respondents will be required to confirm that they are a parent or primary caregiver of a child with SEN and that they have read the Participant Information Sheet before completing the questionnaire. This approach will enable the researcher to gather a range of parental perspectives on barriers to accessing SEN services within the UK while ensuring that participants have direct experience of the topic under investigation.

Data Collection

Parental participation is a central principle within Special Educational Needs (SEN) policy and practice, as parents play a crucial role in advocating for and accessing services on behalf of their children. Research has highlighted that parents’ perspectives are essential in understanding how SEN systems operate in practice, yet these voices are often under-represented in evaluations of service provision (Runswick-Cole and Hodge, 2009). Capturing parental experiences is therefore fundamental to gaining a more accurate and inclusive understanding of barriers to accessing SEN services.

To ensure informed and ethical participation, parents will be provided with a participant information sheet (PIS) prior to data collection. The PIS will outline the purpose of the research, what participation involves, and participants’ rights, including the right to withdraw. Denscombe (2017) emphasises that participant information must be presented in a clear and accessible manner to support informed consent; therefore, the PIS will be written in plain language and will avoid unnecessary technical terminology to minimise the risk of miscommunication.

The use of an online questionnaire will enable the researcher to access parents from different regions of the United Kingdom and increase opportunities for participation. Participation will be voluntary, and respondents will be required to confirm that they have read the Participant Information Sheet and provided informed consent before completing the questionnaire. This approach is intended to gather a range of parental perspectives on barriers to accessing SEN services while ensuring that participants have direct experience of the phenomenon under investigation. As noted by Cohen, Manion and Morrison (2018), purposive sampling is particularly appropriate when researchers seek information from participants who are best positioned to address the research questions.

Ethical Considerations

Informed Consent

Informed consent will be obtained from all participants prior to their involvement in the study. Parents will be provided with a Participant Information Sheet outlining the purpose of the research, what participation will involve, and their right to withdraw at any time without consequence. Ensuring informed consent is a fundamental ethical principle, as participants must fully understand the nature of the research in order to make a voluntary and informed decision to participate (Denscombe, 2017).

In addition to the Participant Information Sheet, participants will be required to complete a consent form before accessing the questionnaire. The consent form will confirm that participants understand the purpose of the study, agree to take part voluntarily, and consent to their responses being used for research purposes. It will also confirm that participants are parents or primary caregivers of a child with Special Educational Needs (SEN) and that they are aware they can withdraw from the study at any point before submitting their responses. Only participants who provide full informed consent will be able to proceed with the questionnaire.

Voluntary Participation and Right to Withdraw
Participation in this study will be entirely voluntary, and parents will be informed that they may withdraw from the research at any stage without providing a reason. This includes the right to withdraw their data up to a specified point in the research process. Bryman (2016) emphasises that voluntary participation helps prevent coercion and ensures that participants retain autonomy throughout the research.

Confidentiality and Anonymity
All data collected will be treated as confidential and anonymised to protect participants’ identities. Pseudonyms will be used in any written reporting, and no identifying information will be included in transcripts or publications. Protecting confidentiality is particularly important in research involving SEN, as parents may be discussing sensitive experiences relating to their children and interactions with services (Creswell, 2018).

Data Protection and Storage
Data will be stored securely in accordance with data protection regulations. Electronic data will be password-protected, and any paper-based materials will be kept in a locked storage facility such as Queen’s University OneDrive which will only be accessible to the researcher. Data will be retained for a limited period and then securely destroyed. Secure data handling is essential to maintaining participant trust and meeting ethical research standards (British Educational Research Association, 2018).

Minimising Harm and Emotional Distress

Given that discussing barriers to accessing Special Educational Needs (SEN) services may evoke emotional responses, care will be taken to minimise potential distress for participants. As data will be collected through an online questionnaire, participants will be informed that they do not have to answer any questions they find uncomfortable and may skip any items they do not wish to respond to.

Participants will also be reminded that they may withdraw from the study at any point before submitting their questionnaire responses. Although the questionnaire will be self-completed and does not involve direct interaction with the researcher, consideration will still be given to participant wellbeing throughout the research process. Research involving sensitive topics must prioritise participant welfare and avoid causing unnecessary harm (British Psychological Society, 2018).

Researcher Responsibility and Reflexivity
The researcher will adopt a reflexive approach throughout the study, remaining aware of their own assumptions and potential biases when collecting and analysing data. Maintaining reflexivity is important to ensure ethical integrity and to represent participants’ experiences accurately and respectfully (Finlay, 2002).

Methodological Challenges

This study’s data collection method, a self-completed questionnaire, presents a methodological issue. The depth and richness of parental responses may be limited by questionnaires, even though they enable effective and standardised data collection. This is especially true when examining complicated and emotionally delicate experiences like obtaining Special Educational Needs (SEN) services (Cohen et al, 2018). The consistency and dependability of the data gathered may be impacted by parents’ varying interpretations of the questions based on their own experiences and familiarity with SEN terminology (Denscombe, 2017). Since replies are self-reported, there is also a chance that participants will inadvertently leave out information or oversimplify their experiences, which would lessen the complexity of the obstacles encountered.

Bias and generalisability difficulties present another difficulty. Response bias can skew the results of questionnaire-based research because parents with particularly significant positive or negative experiences might be more inclined to participate (Bryman, 2016). Furthermore, the results should be considered as exploratory rather than representative because the small sample size restricts how broadly the findings can be applied to the larger community of parents of children with SEN. Despite promises of anonymity, social desirability bias may also affect parents’ answers, especially when considering interactions with experts or services (Cohen et al., 2018). These restrictions emphasise how crucial it is to evaluate the results carefully and be open about the study’s methodological limitations.

Timetable

Conclusion

Parents are central to identifying and responding to their child’s special educational needs, often acting as the main advocates throughout the support process. However, despite their important role, many face significant barriers when trying to access SEN services. These barriers include long delays in assessment, complicated and time-consuming administrative procedures, inconsistent communication between services, and a lack of clear and accessible information. As a result, the process of securing appropriate support can be stressful, confusing, and emotionally demanding for families. Overall, while the SEN system is designed to provide coordinated support, the experiences of many parents highlight ongoing challenges in practice that can delay or limit children’s access to the help they need.

These challenges suggest that improvements are needed in the way SEN services are organised and delivered. Greater consistency between education, health, and local authority services could help reduce delays and make support more accessible for families. Clearer communication and guidance for parents may also ease confusion and reduce stress when navigating the system. Overall, addressing these issues could lead to earlier intervention for children, more positive parental experiences, and better educational outcomes for pupils with special educational needs.

Reference

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