Parental experiences of accessing assessments for special educational needs

An individual is considered to have special educational needs (SEN) if they require provision enable them 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). has suggested that, prior these reforms, many parents were dissatisfied with process accessing assessments. Literature focusing on parental experiences since reforms remains limited and often only relates children an Education Health Care Plan (EHCP). This phenomenological research aims provide insight into who tried assessments for their child's possible 2014 reforms. Five participants, had engaged system, selected using purposive sampling. Semi-structured interviews used gain in-depth qualitative data surrounding experiences. Thematic analysis indicates that are having persistently fight assessments, can affect well-being whole family.