Extracts from the analysis of mini-ethnographic research carried out with students with special educational needs and their parents.

1. *
Analysing the results of
ethnographic research
Ella Walding

2. *
Who was seen?
 8 students, 4 girls and 4 boys, all white British
 Aged 11 - 14
 Range of needs: ADHD, ODD, dyslexia, autism
 8 mothers interviewed, 4 of these were working
parents

3. *
Key themes: what the school are
doing well
 Overall the students and their parents in this study feel the
support at the school is good and improving
 There are lots of examples of individual teachers going out of
their way to provide support
 Communication is seen as accessible and responsive
 All children have aspirations for the future and want to succeed

4. *
Key themes: even better if...
 Students want work that is more understandable,
with more explanations and practical activities
 Students and parents would like more specific
positive feedback as it has a lasting impact on
students’ confidence
 Students would like help to deal with their frustration
when they get angry because they can’t do the work

5. *
Extracts from the analysis…

6. *
Students’ views of their strengths

7. *
Turning red dots
into green dots
 Make lessons more
understandable
 Include more practical
activities
 Change the teacher to a
teacher you like
 Less messy, less noisy
Feelings about school

8. *
Most stressful times in school
 “If I don't know how to do it, I make it up and say
done. The teacher says it’s wrong, start again. I feel
wound up because I don’t know how to start again.”
 “Sometimes I can't figure out what to do, so I just sit
there looking at it blankly. Then I start talking to my
friend and get in trouble for talking. Then I get angry
because the teacher doesn't understand that I don’t
get it.”

9. *
When students feel bad
They got annoyed because they couldn’t
understand the work, and they hadn’t been
helped either to do the work, or deal with their
frustration. They then felt powerless.
When asked about a bad experience they all
had the same theme:

10. *
A time when parents felt really
supported
 Miss X told me how to help my child with homework.
 Going on the coffee mornings was an amazing support.
 Mr X gives my child good feedback, that is all he needs.
 Mrs X was an amazing listener.

11. * Positive parent - school
communication
 Speed of response: When contacted, the school responds
straight away
 Accessibility: Text messages and ease of email valued
 Being told good news eg when:
 “A teacher rang up to say
my child had turned a
corner as was doing really
well. I told my child - he
was so happy.”
 “Ms X phoned to say my
child was going to be a
challenger troop leader, I
was so proud. It was a
massive boost for him.”

12. *
Parents evening even better if…
 If they only spoke to the
teachers of the lessons I did
well in, it would improve a lot
 If I did better in school and
reached a higher level
 Would enjoy it more if they
spoke more positively about
child/if my child behaved
better
 A bit more time with each
teacher because sometimes
I can’t take in what they are
saying
Students Parents

13. *
The school would be even better
if….
 Safe place you can go to in
school if you’re upset to let
your anger out
 Spend more time learning
the things I need
 Boost child’s confidence by
being more positive
 If my child could be taught
some coping strategies
Students Parents

14. * Next week I am presenting
this to the staff and planning a
design workshop….

15. *
End of presentation