'We Have to Carry On'. A Participatory Research Project with Young People Enrolled on a Supported Internship Programme during the COVID-19 Pandemic

Autor/inn/en	Edwards, Penelope; Bunn, Helena
Titel	'We Have to Carry On'. A Participatory Research Project with Young People Enrolled on a Supported Internship Programme during the COVID-19 Pandemic
Quelle	In: Educational & Child Psychology, 39 (2022) 3, S.56-69 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Internship Programs; Participatory Research; COVID-19; Pandemics; Adult Education; College Students; Youth; Special Education; Special Needs Students; Independent Living; Job Skills; Travel Training; Educational Legislation; Supported Employment; Student Attitudes; Teacher Student Relationship; Social Support Groups; Educational Policy + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Forschungstätigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Collegestudent; Jugend; Jugendlicher; Jugendalter; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Selbstverantwortung; Produktive Fertigkeit; Bildungsrecht; Schulgesetz; Arbeitsförderungsmaßnahme; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Politics of education; Bildungspolitik
Abstract	Aim(s): This participatory research project gathered the views of young people (YP) with an education, health and care plan (EHCP), enrolled in a supported internship programme (SIP) at a further education (FE) college. Rationale: There is little published researched exploring the experience of FE for YP with special educational needs and disabilities (SEND). Furthermore, this group have had minimal opportunities to shape the research agenda through participatory involvement. Methods: A participatory design involved four YP with SEND enrolled in a SIP, who acted as co-researchers and participants. Data gathering, chosen by co-researchers, comprised of photo-voice and interview techniques. The primary researcher assisted the co-researchers via facilitating sessions and analysing data using inductive thematic analysis. Findings: Developing friendships, independence, work skills and travel skills were valued by co-researchers, although opportunities were limited by the COVID-19 lockdown. Co-researchers indicated specific inequalities and were critical of national policy. Implications: SIPs are a positive experience for YP with SEND, widening opportunities for independence and social connections. Lockdown had a negative impact by limiting such opportunities. Limitations: This project draws on the views of a small sample of YP. Conducting the project remotely posed limitations on supporting YP with communication difficulties. Time limitations hampered opportunities to support co-researchers to develop their ideas for projects and to collaborate extensively in data analysis or discussion of the findings. Conclusions: Involving YP with SEND in the design of research enhances opportunities for YP to share views on what really matters to them and shape regular and policy planning. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://www.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01