A Critical Realist Reflexive Thematic Analysis of the EHC Needs Assessment Process Within One Local Authority: Understanding Parent, SENCO, and EP Views Within the Wider Context

Hammond, Connor (2024) A Critical Realist Reflexive Thematic Analysis of the EHC Needs Assessment Process Within One Local Authority: Understanding Parent, SENCO, and EP Views Within the Wider Context. Doctoral thesis, University of East Anglia.

Preview

PDF Download (4MB) | Preview

Abstract

This thesis consists of three chapters: a literature review, an empirical study, and a reflective account. Chapter one consists of a semi-systematic literature review, using the principles of Bronfenbrenner’s (1979) ecological systems theory to explore systemic factors affecting education, health and care (EHC) processes (DfE, 2015).
Chapter two adopts a critical realist lens to explore the EHC needs assessment (EHCNA) process within one local authority (LA). 12 participants’ views were sought via semi-structured interviews. The participants were made up of four parents, four educational psychologists (EPs), and four special educational needs co-ordinators (SENCOs). Two analysis methods were used to interpret the data. Firstly, a reflexive thematic analysis (RTA, Braun & Clarke, 2022) was employed to provide a rich analysis of current and potential roles for parents, EPs, and SENCOs within the EHCNA process.

Secondly, a critical realist thematic analysis (Fryer, 2022) visually summarises analytical points. This analysis method tentatively suggests mechanisms which may influence the EHCNA process at local and systemic levels. The analysis and discussion are integrated to provide a rich and interpretative analytic narrative (Braun & Clarke, 2024). Chapter two is summarised with an interpretation of the data in response to the research questions, as well as outlining implications for the LA and EPs, and future possibilities for research.

Chapter three offers a reflective and reflexive account of the research process. This includes a critical self-analysis using Braun and Clarke’s (2024) reflexive thematic analysis reporting guidelines (RTARG), and Yardley’s (2000, 2015) principles of quality for qualitative research. Reflections are also offered on the epistemological agreements and tensions between RTA and a critical realist lens, and the interaction between methodologies. The potential strengths and limitations of the research are discussed, as well as aspirations for dissemination

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	12 Mar 2025 10:32
Last Modified:	12 Mar 2025 10:32
URI:	https://ueaeprints.uea.ac.uk/id/eprint/98734
DOI:

Downloads

Actions (login required)

View Item