"Nothing about me without me": exploring how educational psychologists in Irish disability, educational and primary care services elicit and represent the voices of school aged children and young people with special educational needs

Abstract

Background: National and international policy stipulate the importance of listening to the voices of children and young people (CYP) with special educational needs (SEN). During consultation, educational psychologists (EPs), as key stakeholders in the lives of CYP with SEN, are required to use evidence-based approaches to ensure that CYP’s voices are listened to and heard. Aims: Emanating from a rights-based social justice theoretical perspective, the current study sought to explore how EPs in three psychological services in Ireland elicit and represent the voices of CYP with SEN. Sample: The sample comprised EPs practicing in Irish disability, educational and primary care services in Ireland that work with school aged CYP with SEN. A total of 83 EPs from the three services took part in the online questionnaire. A subsample of 11 EPs participated in the subsequent online semi-structured interviews. Methods: An explanatory sequential mixed methods design was utilised, involving two phases. In phase one, quantitative data was obtained from an online questionnaire completed by EPs to provide an overview of their practice in eliciting and representing the voices of school aged CYP with SEN. Descriptive approaches were used to analyse the quantitative data. To garner qualitative data in phase two, interviews were conducted with a sub-sample of EPs to gain further insight into their professional practice. Framework analysis was applied to the qualitative data, with results extending and elaborating on the initial quantitative findings. Results: The quantitative results conclude that EPs most commonly elicit voice using discussion-based and indirect approaches. Qualitatively, four key themes were identified regarding how EPs working across the three services elicit voice: Unique Role of the EP, Utilising a Range of Supports, Child-Led Process and Adapted Practice. EPs most frequently represent voice in psychological reports and during meetings with parents and school personnel. Two main themes were generated qualitatively in relation to how EPs across the three services represent voice: Responsibilities and Competencies of the EP and An Array of Mediums. Conclusions: The study offers new insight into EP practice and extends on findings from other contexts. Implications of the findings for the field of educational and child psychology are presented in terms of practice, policy, and research.