The impact of non-curriculum-based interventions on the Quality of Life (QOL) of children and young persons with special educational needs and disabilities (difficulties)
Ho, Chai Leung (2024) The impact of non-curriculum-based interventions on the Quality of Life (QOL) of children and young persons with special educational needs and disabilities (difficulties). Doctoral thesis, Buckinghamshire New University (Awarded by Staffordshire University).
|
Text
19085_ChaiLeungHo.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (5MB) | Preview |
Abstract
This research aims to investigate the impact that non-curriculum based targeted interventions can have on the quality of life (QOL) of children and young persons (CYP) with special educational needs and/or disabilities (difficulties) - SEND. Previous research is mostly quantitative, hence I argue the importance of collecting qualitative data from different types of participants, such as the student participants, their parents and intervention leaders. Three student participants took part in this research, alongside their mothers, and intervention leaders. This study follows an action research approach, using ethnography inspired data collection methods: participant observations, fieldnotes and semi-structured interviews. The main themes that emerged from this research were: social well-being through peer interactions, physical well-being and emotional well-being. The findings suggest that all targeted interventions had an impact on the student participants’ QOL, mostly on their social and physical well-being. The communication and interaction intervention had an indirect impact on Tony Conor’s social and emotional well-being, as additional social opportunities were fostered and a friendly relationship between Tony and the intervention leader was developed through the intervention. The sensory, motor and physical intervention had a direct impact on Oli’s physical and emotional well-being, as Oli took part in multiple physical activities that worked on his gross and fine motor skills and felt happier as he became thinner and that no one called him fat anymore. The social, emotional and mental health intervention had a direct impact on Gordon’s social and emotional well-being, as Gordon explicitly discussed social encounters that he considered difficult or joyful emotionally throughout the intervention, while receiving coaching and mentoring with strategies. Thus, student participants unraveled some of their difficulties under these domain headings due to their specific SEND, and their perception of their QOL appeared to improve over time.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Keywords: | Quality of Life, Special Educational Needs and Disabilities, Interventions, Children and Young Persons, Well-being |
| Depositing User: | RED Unit Admin |
| Date Deposited: | 10 Jun 2024 12:44 |
| Last Modified: | 11 Jun 2024 07:21 |
| URI: | https://bnu.repository.guildhe.ac.uk/id/eprint/19085 |
Actions (login required)
 |
Edit Item |