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Action Research for Inclusion and Special Educational Needs (ISEND):

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Action Research for ISEND

Action Research for Inclusion and Special

Educational Needs (ISEND):
Guidance Resource

Institute of Education, University of Derby

Dr Geraldene Codina and Professor Deborah Robinson
Contents
List of Figures and Tables ....................................................................................................................... 3
Overview................................................................................................................................................. 4
What is Action Research for ISEND ........................................................................................................ 4
How to use this Guidance Resource ...................................................................................................... 4
Action Research Cycle ............................................................................................................................ 5
Action Research for ISEND: Process overview ...................................................................................... 6
Step 3: Start the process of refining the research .......................................................................... 6
Action Research Cycle 1 ......................................................................................................................... 7
Establish the Research Focus ............................................................................................................. 7
Step 1: Identify the ISEND area for development which requires research ................................... 7
Study 1 ................................................................................................................................................ 7
Step 2: Review the research literature ........................................................................................... 7
Plan 1 .................................................................................................................................................. 8
Step 3: Start the process of refining the research .......................................................................... 8
Step 4: Decide what kind of action you are going to take (direct or enquiry) .............................. 11
Step 5: Consider research ethics (engage with ethics checklist) .................................................. 11
Do 1 ................................................................................................................................................... 12
Step 6: Implement the first plan (either direct action or enquiry as action) ................................ 12
Review 1 ........................................................................................................................................... 12
Step 7: Review and reflect ............................................................................................................ 12
Step 8: Analyse the meaning of the data gathered ...................................................................... 13
Action Research Cycle 2 ....................................................................................................................... 13
Study 2 .............................................................................................................................................. 13
Step 9: Review further literature if required ................................................................................ 13
Plan 2 ................................................................................................................................................ 13
Step 10: Based on the ‘reflect’ phase, refine the research (this may involve revising or
developing the research questions) and plan the next actions. ................................................... 13
Step 11: Plan 2.2: Decide what kind of action you are going to take (direct or enquiry). ............ 14
Step 12: Seek any further ethical permissions if needed (engage with ethics checklist). ............ 14
Do 2 ................................................................................................................................................... 14
Step 13: Implement the second plan – (either direct action or enquiry as action). ..................... 14
Review 2 ........................................................................................................................................... 14
Step 14: Review and reflect .......................................................................................................... 14
Step 15: Analyse the meaning of the data gathered .................................................................... 14
Reporting and Dissemination .............................................................................................................. 15

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 2

Data Storage ......................................................................................................................................... 15
Appendix 1: How to access freely available research literature ........................................................... 16
Open Access ...................................................................................................................................... 16
Membership of national bodies ........................................................................................................ 18
Freely available information ............................................................................................................. 18
Appendix 2: Example research question aligned with a range of possible research methods ............ 19
Appendix 3: Example questionnaire (quality first teaching) ................................................................. 20
Appendix 4: Action Research Ethics Checklist (study-plan-do-review) ............................................... 22
Appendix 5: Example Project Information Sheet .................................................................................. 23
Appendix 6: Project Information Sheet Proforma ................................................................................ 25
Appendix 7: Example/Proforma Consent Letter ................................................................................... 27

List of Figures and Tables

Figure 1- View your research focus through the lens of the research literature. What do you see? .... 8

Table 1 - Action Research for ISEND: Process overview 6

Table 2: Area for research focus and related research question 7
Table 3 – Research Methods 10
Table 4 – Reporting on and disseminating your research findings 15
Table 5 – List (with weblinks) to journals focussed on ISEND which have Open Access Content. 16
Table 6: Possible school/college based approaches to conducting research into the efficacy of TA
deployment 19

Reference for this guidance resource:

Codina, G., and Robinson, D. (2022) Action Research for Inclusion and Special Educational Needs
(ISEND): Guidance Resource. Derby, University of Derby.

For more information about this project or the guidance resource, contact: [email protected]

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 3

Overview
In 2022 the National Association for Special Educational Needs (nasen) launched the new ‘Universal
SEND Services’ programme. Funded by the Department for Education (DfE) and running from 2022
until 2025, this important work includes various elements including this Action Research for ISEND
project.

What is Action Research for ISEND

Action Research for inclusion and special educational needs and disabilities (ISEND) provides a
methodology for schools/FE colleges to develop a small-scale bespoke research project that clearly
addresses an ISEND area for development.

Action Research is generally understood to be a way for practitioners to engage in a ‘plan,

act/observe, reflect’ research cycle. In this project, Action Research is set up as a two-stage cycle that
also incorporates a study phase (i.e., a time for staff to engage with the freely available research
evidence). For longer projects stage-two of the cycle can be repeated.

To support with the process of thinking through the ethical implications of small-scale practitioner
research, an ethics checklist and amendable proformas are provided in this guidance resource.

How to use this Guidance Resource

This guidance resource has been written for those taking part in the DfE funded, nasen, Action
Research for ISEND project.

It is also designed to be a freely available resource for any school/FE college who are interested in
setting up their own Action Research for ISEND project. If you have any questions about the project,
or Action Research for ISEND please feel free to contact the project lead ([email protected]).

To develop your own Action Research for ISEND project it is recommended you follow the Action
Research steps as set out in Table 1 (page 6) of this guidance resource. The overview provided in Table
1 is then expanded and additional detail provided on pages 7-15 of this guidance resource. The
Appendices are there to support you through some of the specific elements of Action Research; for
example, like researching your topic of interest. For your convenience, some of the Appendices are
also made available as Word documents (see the Action Research for ISEND: Templates Resource).

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 4

Action Research Cycle

Action research (as it is set out in this project) is

a way for schools and FE colleges to engage in a
methodology that supports the development of
removing barriers to inclusion for learners who
are on a setting’s special educational needs
register.

There are numerous models for action research

but underpinning them all is a ‘plan,
act/observe, reflect’ research cycle. It can be
helpful to visualise action research as cyclical1
as depicted in Figure 1.

For this project, the action research

methodology is set out as a study-plan-do-
review cycle. This language has been chosen so
it maps onto the graduated response (assess-
plan-do-review) as set out in the SEND Code of
Practice (DfE and DoH, 20142).

In this model of action research, emphasis is

placed on schools/colleges:
- identifying an ISEND area for development
- reviewing the relevant freely available
research literature
- developing a research plan
- engagement with the ethical implications
of research
- implementing the research plan
- reviewing the data gathered
- reflecting on the meaning of the data
- based on reflections from cycle 1,
developing and engaging in a second cycle
Figure 1. Action Research Cycle (Kemmis and
of Action Research
McTaggart, 2000)

To support you with the development of an Action Research for ISEND project, this guidance resource
contains an overview of the Action Research process (see Table 1), which is then explained in greater
detail (pages 7-15).

1 Reference for Figure 1: Kemmis, K., and MCtaggart, T. (2000) Participatory action research. In N. Denzin and Y. Lincoln
(Eds) Handbook of Qualitative Research. London: Sage.

2Department for Education and the Department for Health, DfE and DoH. (2014) Special educational needs and disability
code of practice: 0 to 25 years, London, DfE and DoH.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 5

Action Research for ISEND: Process overview
To help you navigate this guidance resource, Table 1 has hyperlinks inserted – press ‘Ctrl’ and the
underlined link to move from Table 1 to the corresponding section of this guidance resource.

Step 1: Identify the ISEND area for development which requires

Establish the research
Research Focus
Study 1 Step 2: Review the research literature

First Plan
Step 3: Start the process of refining the research

Step 4: Decide what kind of action you are going to take (direct or
Plan 1
Action enquiry)
Research Cycle
Step 5: Consider research ethics (engage with ethics checklist)
1

Step 6: Implement the first plan (either direct action or enquiry

Do 1 as action)

Step 7: Review and reflect

Review 1 Step 8: Analyse the meaning of the data gathered

Study 2 Step 9: Review further literature if required

Second Plan
Step 10: Based on the ‘reflect’ phase, refine the research (this may
involve revising or developing the research questions) and plan the
next actions.

Plan 2 Step 11: Plan 2.2: Decide what kind of action you are going to
take (direct or enquiry).
Action
Research Cycle
Step 12: Seek any further ethical permissions if needed (engage with
2
ethics checklist).

Step 13: Implement the second plan – (either direct action or

Do 2
enquiry as action).

Step 14: Review and reflect

Review 2 Step 15: Analyse the meaning of the data gathered

Table 1 - Action Research for ISEND: Process overview

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 6

 Action Research Cycle 1

Establish the Research Focus

Step 1: Identify the ISEND area for development which requires research

When first deciding to undertake Action Research for ISEND it is important to identify the area for
development, issue, or problem about which you wish to conduct research.

Having identified the research focus it is often helpful to reframe the focus as a research question; see
Table 2 for some examples.

Area for development, issue, or Research question

problem
A number of learners with a How can we develop Physical Education (PE) so as to ensure it is
diagnosis of autism are finding it accessible to learners with autism?
difficult to access Physical (PE)
education lessons.

We are finding it difficult to What approaches will ensure that young learners are actively and
engage young learners meaningfully engaged in their annual review?
meaningfully in the annual review
of their Education, Health and
Social Care plans.

The majority of parents/carers of Do parents/carers feel welcomed into our setting and how can we
learners with SEND in our setting enhance their engagement?
do not interact with the school.

Table 2: Area for research focus and related research question

Having drafted your research question, it is a good idea to keep this under continual review (especially
as you work through Steps 2-5). You may find that as you develop and shape your project further, that
you need to rephrase elements of the question, so it addresses more directly the exact focus of your
project.

Study 1
Step 2: Review the research literature
When starting out on a research project it is generally a good idea to read about other’s research in
the area you are interested in. This step helps to open up a wider range of possible approaches to
solving the problem. It may be that by reading around the topic you uncover new strategies you had
not come across before or different ways of approaching the challenge, or it could be that your reading
confirms some initial ideas you had already considered but were not sure whether to pursue.

To support with the process of finding relevant research literature see Appendix 1: How to access
freely available research literature of this guidance resource.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 7

Plan 1
Step 3: Start the process of refining the research
Having completed a review of the research literature you now have a clearer idea of the context for
your study.

Review your research focus through the lens of the research literature
To develop an impactful research project, you now need to view your research focus through the lens
of the literature and see what this tells you about your research trajectory; Figure 1 visually depicts
what is meant by the phrase ‘view your research through the lens of the research literature’.

Does the literature you have read:

- provide a new way of understanding the
problem and addressing the solution?
- confirm what you were thinking?
- reshape what you were thinking?

Figure 1- View your research focus through the lens of the research literature. What do you see?

Review, and amend if needed, your research question

Now is a good time to take a moment to review your original research question; considering the
literature you have read do you need to reshape the research question(s)?

Gain awareness of the research methods available to you

When planning a research project, it is useful to have an awareness of the range of research methods
you may want to utilise. Table 3 provides a brief overview of some commonly used research methods.

Method Description

Observation Researchers use observation as a method for generating an

account of a situation prior to forming a judgement or conducting
some analysis. Observation provides a moment to gaze for longer
and describe.

Decisions regarding what to observe, need to be shaped by the

research question(s).

When undertaking observation, it is important to decide whether

you will be a participatory observer (actively involved in the

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 8

 activity whilst also observing) or non-participatory observer (in
the role of observer on the outside of the activity).

From a school/college perspective, an observation might form

part of a learning walk/deep dive.
Research Journal A research journal is a space where the researcher records key
information about the research focus. A journal can include
observations (as described above) and is also likely to include
reflections and musings on the topic and possibly initial analysis.

They can be a particularly useful way of recording initial notes

which can then at a later date be added to, revisited, and
developed.
Interviews Interviews are useful when you want to find out about other
people’s perspectives regarding the topic of your research. There
are three main types of interview: structured, semi-structured,
and unstructured.
Structured interviews have a series of defined questions which
are asked in turn without deviation.
Semi-structured interviews also generally include a number of
pre-defined questions, but do allow for deviation; for example,
in the form of follow-up questions.
Unstructured interviews are guided by the research focus but do
not have a pre-determined set of questions, rather a
participant’s initial response to a question can guide the
trajectory of the interview. In an unstructured interview a
researcher may have a set of topics they want to explore rather
than a list of predetermined questions.

From a school/college perspective an unstructured interview

might form part of a learning walk/deep dive.

Focus group A focus group is rather like an interview (as described above) but
rather than being just one interviewee there are a group of
people. Like interviews, focus groups can be structured, semi-
structured and unstructured.

A focus group can be organised formally so that a question is

asked and everyone takes it in turn to provide their answer
whilst also listening to other’s responses. Or a focus group could
be more free-flow like a group conversation, with the group
members choosing to respond when they have something they
wish to communicate.

Questionnaire The questionnaire, like the interview and focus group, presents a
series of questions/statements to participants. The questions are
established from the outset; however, branching can be utilised
as a way to tailor the questionnaire to the participant and
respond to the answers people give. Participants generally
provide a written response to the questionnaire or utilise voice
recording options.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 9

 Questions can be worded so that short answers are provided, for
example Yes/No, or on a scale of 1-5. Or longer more descriptive
responses are provided. A questionnaire can be written in such a
way that all questions have a short and a long answer, or that
just some questions have a short response whilst other
questions require a more detailed response.

Analysis of data Within your setting there will be a number of data points you
could consider reviewing as the basis for your research. A few
examples are provided below:
- baseline data related to the children/young people (this
could be numeric or descriptive (i.e., regarding the latter,
children/young people’s perceptions)
- post intervention data
- data relating to time (for example, how much time do
children spend with a Teaching Assistant; how much time do
teachers and Teaching Assistants have to share information,
etc.)
- data regarding the continuing professional development
staff undertake
- numbers of children/young people on the SEND register
- attendance data
- parental engagement data
- etc.

Review of existing materials Within your setting there will be a wide range of existing
materials that you could consider looking at as the basis for your
research. A few examples are provided below:
- SEN Policy
- SEN Report
- Teachers’ planning
- provision maps
- one-page pupil profiles
- Teaching Assistant job descriptions
- CPD materials
- Intervention programmes
- Guidance documents
- etc.

Table 3 – Research Methods

If you do gather data using any of the methods stated in Table 3 (or using any other method), it is
important to ensure you gather the right data to answer your research question(s). It is also important
that you act responsibly and ethically, ensuring you do not gather excessive data and that you store
any data you do gather appropriately. See Appendix 2: Example research question aligned with a
range of possible research methods for more information about choosing the appropriate research
method(s).

Useful source of further information:

Research with Children: The Same or Different from Research with Adults?

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 10

Step 4: Decide what kind of action you are going to take (direct or enquiry)
There are many different forms of Action Research; however, for the purposes of Action Research for
ISEND the options have been narrowed to two:

Direct action - where you take action to enact change. Having conducted the ‘study-phase’, it may be
that you have selected an intervention/approach you would like to try; for example, starting a nurture
group, embedding the dyslexia friendly school approach in your setting, etc., it also is worth thinking
about how you are going to evaluate the effectiveness of the approach.

Enquiry as action – where you take action by surveying the situation to gain information; for example,
by using one of the research methods referred to in Table 3.

If you are deciding to conduct enquiry as action, your first step might be to analyse existing data, for
example, locating your SEN Report or gathering Teaching Assistant timetables. Or it may be that you
have the data you need, but it might need compiling; for example, parental engagement data. Or
perhaps your research is going to involve locating or developing an observation schedule or
questionnaire.

When planning direct action or enquiry as action, it is important to ensure the approach you apply is
fit for purpose, this means your research needs to:

1. clearly focus on your research question;

2. avoid the gathering of excessive and superfluous data.

For example, if utilising an observation checklist as part of a learner engagement research project, the
checklist needs to direct you towards noticing the learners’ responses rather than the teacher’s
practice.

If planning to use a questionnaire, or observation checklist, etc. you may be able to utilise or adapt a
pre-existing proforma. If you are using something other than a Word document/PDF, do consider
where the data is going:

- who owns the data?

- where is it being stored?
- can a third party use the data for marketing or other purposes?

You may however prefer to develop your own proforma, whilst this can be time consuming, it could
be time well spent if you think you/members of your setting will be able to utilise this resource again
in the future. See Appendix 3: for an example questionnaire (research focus: quality first teaching).

Step 5: Consider research ethics (engage with ethics checklist)

When thinking about the ethics of conducting close-to-practice research (such as action research), it
is helpful to distinguish between those activities you are doing as part of your day-to-day professional
role and those which are additional because of your engagement with Action Research for ISEND.

Activities you are conducting as part of your day-to-day professional role either do not require ethical
consent (for example, teaching a maths lesson or embedded a dyslexia friendly ethos into your
setting), or have consent built in as part of the process. For example, like gaining parental/carer
consent to take children out of school, or requesting permission for an external agency to assess an
individual learner.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 11

Research work you are undertaking which is outside of your usual role is likely to require ethical
consent; for example, like disseminating your research findings on a publicly available website (even
if the findings are anonymised). To support with the process of ensuring your research is ethical it is
recommended that you go through the Ethics Checklist (see Appendix 4: Action Research Ethics
Checklist (study-plan-do-review)) ensuring that you can state ‘yes’ or ‘not applicable’ to each
statement, and access the British Educational Research Association (BERA) guidelines: Ethical
Guidelines for Educational Research, fourth edition (2018).

When gaining ethical consent to conduct research in your setting, you might find it useful to:

- write a Project Information Sheet (see Appendix 5: Example Project Information Sheet and
Appendix 6: Project Information Sheet Proforma)
- write a Consent Letter (see Appendix 7: Example/Proforma Consent Letter)
- establish an agreed timetable for conducting your research (agree your timetable with key
individuals; for example, the Headteacher/Principal and others you will be engaging).

Useful source of further information:

Research with children: ethics, safety and avoiding harm

Do 1
Step 6: Implement the first plan (either direct action or enquiry as action)
Having completed the Study 1 and Plan 1 actions (including ethics) you are now ready to conduct your
research. Remember to store all your data securely, sharing it only with those whom you have
permission.

Review 1
Step 7: Review and reflect
Dependent on the data you have gathered, you may choose to review it as you go along, or wait until
the first phase of data collection (Plan 1) is complete. In this first review phase the aim is to
metaphorically stand-back from the data and take it in as a whole.

Get familiar with the data

Either on your own or with your research team, go through the data you have gathered. The aim here
is to get familiar with the data so you know what is there: who said what; what was observed; what
was found when reviewing teachers’ planning; etc.

What do you notice?

Having completed Step 1, make notes about what you notice about the data (in research terms this
stage is often referred to as coding).

- Perhaps you are noticing repeating patterns or one/several point(s) coming through more than
once? The same code(s) coming up multiple times.
- Perhaps what is noticeable is the lack of a pattern (i.e., lots of variety and many differences)? Lots
of different codes without prevalence or correlation to one another.
- Perhaps you are noticing several repeating patterns and some/one outlier-point(s). The same
code(s) coming up multiple times with one/some outlier-code(s).
- Perhaps what is noticeable is a topic or point that does not feature in the data? An absent code.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 12

- In relation to the ‘study’ phase of this project, perhaps you are noticing a correlation (or
otherwise) with the research literature/evidence base? Correlation (or otherwise) of your codes
with the research base.
- Etc.

Step 8: Analyse the meaning of the data gathered

Having reviewed the data (as described above), the next step is to think about what it might mean and
more specifically, what is the data telling you about your research question? At this point it might be
helpful to thematically organise your data (i.e., group your codes into themes). There is no one right
way to theme your data, it is actually down to your interpretation and whilst this might sound like a
weakness of action research it is actually its strength, this is because your professional judgement is
valuable, relevant, and meaningful to you and your setting.

You might find that your themes are tightly related to your research question; for example, the three
strategies that come out strongly as most supportive of inclusion in PE. Or perhaps your themes
concern what practice seems to be: most effective, adequate, in need of development.

Action Research Cycle 2

Study 2
Having completed Action Research Cycle 1, this second cycle of the research process enables you to:

- build on your new, contextualised understanding of the topic;

- build on the success/areas for development you have identified in the first cycle.

In many ways Action Research Cycle 2 (ARC 1) is a refined and developed version of Action Research
Cycle 1.

Step 9: Review further literature if required

Based on your review of ARC 1, do you need to conduct a further literature search, or is the literature
you have already acquired still relevant to your research trajectory?

Plan 2
Step 10: Based on the ‘reflect’ phase, refine the research (this may involve revising or
developing the research questions) and plan the next actions.
Once you have reviewed the data gathered from ARC 1, the next step is to plan the subsequent stage
of your research journey. For example:

- having refined and developed your understanding in ARC 1, it may be that you are still working
on the same research question;

or

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 13

- it may be that you need to refine your research question slightly;

or

- possibly you want to take a reformed research trajectory having uncovered something
unexpected.

Step 11: Plan 2.2: Decide what kind of action you are going to take (direct or enquiry).
Based on Review 1, decide on what kind of action research you are going to take (direct or enquiry),
the choice you make for Plan 2.2 may be different from the choice you made for Plan 1.2.

You may wish to return to Table 3 so as to select a different research method – remember to remain
focused on your research question(s) which you may have just updated (see Plan 2.1).

Step 12: Seek any further ethical permissions if needed (engage with ethics checklist).
Now is a good time to review the ethical implications and permissions you initially secured. Do you
need to share further information and/or seek consent regarding the methods you will be employing
in ARC 2? Refer back to:

- Appendix 4: Action Research Ethics Checklist (study-plan-do-review)

- Appendix 5: Example Project Information Sheet
- Appendix 6: Project Information Sheet Proforma
- Appendix 7: Example/Proforma Consent Letter

Do 2
Step 13: Implement the second plan – (either direct action or enquiry as action).
Having completed the first cycle of ‘Do’, for this second ‘Do’ cycle you can return to the process
described in

Step 6: Implement the first plan (either direct action or enquiry as action)

Review 2
Step 14: Review and reflect
Having completed the first cycle of ‘Review’, for this second ‘Review’ cycle you can return to the
process described in Step 7: Review and reflect

Step 15: Analyse the meaning of the data gathered

Having completed the first cycle of ‘Review’, for this second ‘Review’ cycle you can return to the
process described in Step 8: Analyse the meaning of the data gathered

At this stage you may choose to conduct a third Action Research Cycle (ARC 3) in which case return to
the information provided for Action Research Cycle 1, or you might choose to disseminate and report
your findings. Of course, you could do both, dissemination and reporting can be as ongoing as Action
Research.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 14

Reporting and Dissemination
When reporting on and disseminating your findings remember to maintain the participants’
anonymity as defined in your consideration of ethical implications.

Table 4 below details a list of the main elements you could include when reporting and disseminating
your research. Whilst all the elements are important it is probably the last two points (which are
underlined) that you should dedicate the most time to.

Aim(s) Share with your audience the aim(s) of your research and/or your research
Research Question question. It might be useful to explain why you chose this topic to focus
upon.

Evidence base Share with your audience the evidence base/research literature which
informed your research trajectory.

Research team Check with your co-researchers (i.e. those you planned this research with) if
they are happy to be named in the dissemination literature. Do not name
your participants, rather refer to them by pseudonyms.

Participants Explain who participated in your research (remember to uphold the ethical
principles you established); avoid naming any individual or presenting data
in such a way that it is obvious to whom it refers. If disseminating outside of
your own setting, consider whether it is, or is not appropriate to reveal the
name of your setting.
Methodology and Explain that the methodology you employed was Action Research and refer
methods to the methods you used (i.e., observation, interview, etc.).

If your audience are interested in learning how to set up their own Action
Research project, it might be useful to go into some detail about the
process of conducting the research.

Findings and Report on the findings of your research – what did you learn about inclusion
analysis and removing barriers for children/young people special educational needs
and disabilities.

It is often helpful to present your findings in themes and to align your

research with the evidence base underpinning your project.

Conclusion Summarise what you gained from the process of research, and articulate
what might other schools/colleges learn from your research?

Table 4 – Reporting on and disseminating your research findings

Data Storage
Following completion of your research do remember to continue storing your data securely, and
removing data that you do not have permission to retain.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 15

Appendix 1: How to access freely available research literature

If you are not currently enrolled onto a university course which provides you with access to a library
of books and peer reviewed journal articles it can be difficult to get hold of the highest quality research
literature.

The information provided in this Appendix is written to help school/college staff locate and access
high quality literature focussed on the topic of inclusion and special educational needs and disability.

Open Access
If a journal or article is Open Access it means it is freely available to the general public and does not
require a download fee or journal membership.

The journal Frontiers in Education is an example of a reputable Open Access journal.

Open Access articles are usually marked with an image of an open padlock; for example:

Table 5 details a selection of recommended journals which focus on inclusion, disability and special
education, all the journals have some Open Access articles.

If you click the links below you can search each journal in turn for relevant content.

Support for Learning

JORSEN (Journal of Research in Special

Educational Needs)
These four journals are all published by Wiley.
British Journal of Special Education

British Journal of Learning Disabilities

International Journal of Inclusive Education

European Journal of Special Education These three journals are all published by Taylor Francis
Online.
Disability and Society

Table 5 – List (with weblinks) to journals focussed on ISEND which have Open Access Content.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 16

Rather than look through each individual journal for Open Access content, you can locate all the relevant journal articles published by Wiley and Taylor Francis Online with a single
search of each of their respective databases.

Searching for Open Access Wiley Journals Searching for Open Access Taylor Francis Online Journals

Click here to search Wiley’s journals. Click here to search all the education Open
Access Taylor Francis Online journals.

Enter the topics you want to research into the

‘search terms’ box(es). You can specify where
you want the search terms to appear (i.e.
‘anywhere’ in the article, or in the ‘title’, etc.).

To search in all four Wiley ISEND journals at

the same time, type the names of each
journal into the ‘Published in’ box, then press
‘search’.

To search for articles in all the journals Wiley Enter the topics you want to research into the
publish, leave the ‘Published in’ box blank – ‘Enter search term’ box. You can specify
this will reveal a wider range of content; where you want the search terms to appear
however, dependent on your ‘search terms’ (i.e., ‘anywhere’ in the article or the ‘title’,
the articles may not be about inclusion etc.).
and/or special educational needs.
Use the ‘+’ symbol to gain more search term
Click ‘search’. boxes.

The page which opens (after clicking ‘search’),

lists all the available Wiley articles related to This is a search of all the Open Access
your search terms. To identify which are education journals Taylor Francis Online
‘Open Access’ articles, scroll down the left publish, so if you want to focus on ISEND then
side of the page and select ‘Open Access you will need to specify this using appropriate
content’. search terms. Helo
Membership of national bodies
Core membership of the Chartered College of Teaching provides access to a large database of
education journals and to the Charted College of Teaching journal Impact.

nasen’s Premier SEND Support Package provides access to three inclusion/SEND specific journals:
Support for Learning, JORSEN, British Journal of Special Education.

Freely available information

The Education Endowment Foundation and Whole School SEND (nasen) have a wide range of freely
available information for teachers.

In addition to which, your own Local Offer website may be a good source of information, and a general
search of the internet will reveal a range of sources, some reputable websites are provided below:

Council for Disabled Children (which is part of the National Children’s Bureau)

National Autistic Society

National Children’s Bureau

National Development Team for Inclusion (NDTi)

National Sensory Impairment Service (NatSIP)

Speech and Language UK

What Works in SEND

Google Scholar and Google Books both provide access to articles and extracts from published books.

ResearchGate is a reputable social networking site for researchers. Most publishing academics have a
ResearchGate page and will post information about their latest work. If you find an article you like but
it is not available, you can contact the author via ResearchGate and they may be able to forward a
copy of it to you.
Appendix 2: Example research question aligned with a range of possible research
methods
Table 6 details a wide range of different research methods that could be utilised to research the question:

How can we develop practice in my setting to ensure that

Teaching Assistants (TAs) are effectively deployed?

It is not recommended that a school/college engage in all the methods detailed in Table 6, rather a setting should select
the most appropriate methods related to their understanding of their context.

Possible research approaches

Observation Conduct a learning walk/deep dive (which includes observation and unstructured interviews) to
and gain an overall understanding of the TA role in your setting. For example, you might focus on: how
Unstructured are TAs deployed (intervention, small group, 1-1, non-contact preparation time)?; which pupils are
Interview TAs working with?; what is the impact of TA work on pupil learning?

Research Journal Visit each intervention group led by a TA and record in your research journal information about
the efficacy and impact of the intervention.

Interviews Using a semi-structured interview gain an understanding of the teachers’ and TAs’ views regarding
TA deployment, preparedness and practice.

Focus group Using a focus group gain an understanding from the learners about what TA support they find
most useful and what could be developed.

Questionnaire Using a questionnaire, gain an understanding of the teachers’ and TAs’ views regarding TA
deployment, preparedness and practice.

Provide relevant TA training (focussed on pedagogy) – utilise a pre and post training questionnaire
with TAs to evaluate the effectiveness of the training.

Analysis of data Gain a clear understanding of the proportions of time children/young people on the SEND register
are spending with TAs and teachers. Analyse this data alongside pupil progress data.

Gain an understanding of the progress made by pupils in intervention sessions and whether
teachers utilise this information in their lesson planning.

Gain an understanding of the time available for teachers and TAs to share information, discuss
planning and issues relating to pedagogy.

Review the training completed by, available to, and requested by TAs; compare this list with the
needs of pupils in your school.

Review the training available for teachers to deploy TAs in pedagogical roles.

Review of existing Review teachers’ planning documents, focus on the nature and clarity of TA deployment.
materials
Review TA job descriptions in your setting (focus specifically on the pedagogical element).

Table 6: Possible school/college based approaches to conducting research into the efficacy of TA deployment (adapted from Wharton,
J., Codina, G., Middleton, T., & Esposito, R., (2019) SENCO Induction Pack: Supporting you at the start of your journey, Tamworth:
NASEN [available at] SENCO Induction Pack: revised edition | SendGateway

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 19

Appendix 3: Example questionnaire (quality first teaching)
See the Action Research: Templates Resource to access this example questionnaire as a Microsoft
Word document.

Survey for: Headteachers, members of the Senior Leadership team, Teachers, Higher Level
Teaching Assistants, Teaching Assistants.

Your name: Optional

1. How would you define quality first teaching?

Space for free text

2. Do you perceive there to be a link between quality first teaching and inclusion?

Scale 1-5
1= no 2= not really 3= somewhat 4= in the main 5= definitely
Space for free text

3. Do you perceive the embedding of quality first teaching to be an important school priority?

Scale 1-5
1= no 2= not really 3= somewhat 4= in the main 5= definitely
Space for free text

4. Reflecting on your own practice/or practice within your setting: what quality first teaching
strategies do you perceive to be most effective and used most frequently?
Space for free text

5. Do you perceive there to be any barriers/constraints to implementing quality first teaching

within your setting?

Scale 1-5
1= a 2= quite a few 3= some 4= not really 5= no
considerable
number
Space for free text

6. Do you perceive there to be enablers and opportunities that facilitate quality first teaching
within your setting?

Scale 1-5
1= no 2= not really 3= somewhat 4= in the main 5= definitely

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 20

Space for free text

7. Do you have school document(s) which refer to quality first teaching?

Yes No Not sure (I’d need to check)

If ‘no’ or ‘not sure’ go to question a.

If ‘yes’ go to question b.
a. Do you think the setting should refer to quality first teaching somewhere within its
documentation? Please explain your answer.
Space for free text

b. Do you think the document(s) in your setting which reference quality first teaching are
appropriate/could be developed further? Please explain your answer.
Space for free text

8. If quality first teaching was to be developed further in your setting, what do you think the
focus should be?
Space for free text

9. Would you find it useful to engage in further training about quality first teaching?
Yes No Not sure
Please explain your answer:
Space for free text

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 21

Appendix 4: Action Research Ethics Checklist (study-plan-do-review)
See the Action Research: Templates Resource to access this checklist as a Microsoft Word document.

To ensure you have developed an ethically appropriate research project check that you can select ‘yes’ or not
applicable (NA) to each statement below.

STUDY: Evidence base

The researcher(s) have ensured this project is underpinned by a credible evidence base and/or appropriate research Yes/No/NA
literature.

PLANNING THE RESEARCH: Information sharing

The researcher(s) have shared information that clearly explains to the Headteacher/Principal, relevant school/college staff, and relevant
parents/carers:
• the aims, purpose and methods of this research. Yes/No/NA
• the timeframe for conducting the research (who, what, when, where, how). Yes/No/NA
• the way that data gathered for this project will be stored. Yes/No/NA

• the length of time that data will be stored. Yes/No/NA

• whom the data will be shared with. Yes/No/NA

• the names of the staff leading this research. Yes/No/NA

The researcher(s) have shared accessible information about this research project with relevant children/young people? Yes/No/NA

PLANNING THE RESEARCH: Informed consent

The researcher(s) have gained the consent of the Headteacher/Principal, relevant school/college staff, and relevant Yes/No/NA
parents/carers to conduct this research?
Using an accessible format, the researcher(s) have gained the consent of the children/young people to conduct this Yes/No/NA
research?

DOING THE RESEARCH: Data gathering

The researcher(s) have ensured the data collection methods used in this research are adequate and not excessive? Yes/No/NA

The focus of this research is driven by a desire to improve the outcomes of children with SEND, honesty, transparency, Yes/No/NA
and integrity are of paramount concern, as is the wellbeing of all those involved?
Participants’ right to withdraw from the research is embedded as a principle. The date from which the research will be Yes/No/NA
published (and participants cannot be guaranteed complete withdraw) will be clearly communicated by the researcher(s).
The researcher(s) have appropriate processes for storing and sharing the data (all data that identifies individuals will be Yes/No/NA
stored in a password protected system, or in a locked cupboard).

REVIEWING THE RESEARCH: Analysis

The researcher(s) will only share data which identifies others, in accordance with their general professional standards. Yes/No/NA

REVIEWING THE RESEARCH: Dissemination

At the point of research dissemination, all data which identifies others, including an organisation such as a school/college
will be anonymised (unless specifically asked not to do so, or with the explicit permission of the settings Yes/No/NA
Headteacher/Principal).
At the point of dissemination, the researcher(s) will utilise respectful language. Yes/No/NA
The researcher(s) have secured consent to disseminate this research from the Headteacher/Principal, relevant school/
Yes/No/NA
college staff, and relevant parents/carers.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 22

Appendix 5: Example Project Information Sheet

Action Research: Quality First Teaching (QFT)

Project Information Sheet

Project Aim
The aim of the project is to gain a greater understanding of Quality First Teaching (QFT) and the
development of it in the City Secondary School.

The Research Team

This project is led by the SENCO, English Co-ordinator, and Maths Co-ordinator at the City Secondary
School (see next page for more details). The project is being conducted with support of the school’s
Headteacher Mr Brown and the senior leadership team.

Arrangements
This Action Research project is being conducted as part of the National Association for Special
Educational Needs (nasen) ‘Universal SEND Services’ programme. Funded by the Department for
Education (DfE) the research team will be taking part in six training sessions and disseminating the
research findings.

This Action Research project has been divided into two phases:
• Phase 1 – the survey
• Phase 2 – actions post survey

Working together, the research team have developed an initial survey which focusses on staff opinions
about quality first teaching. Following completion and analysis of the survey, the information gathered
will be used as the basis for further actions that aim to share, consolidate, and enhance quality first
teaching in our school.

Phase 1 – Survey
In phase 1 of the research (Spring term), a Quality First Teaching 365-Survey link will be sent to all
senior leaders, teachers, and teaching assistants in the school. It is anticipated the survey will take
approximately 20 minutes to complete; it is your choice whether you complete the survey
anonymously or add your name. The research team are keen to hear your open and honest opinions,
the information you provide will not be linked to the school’s performance management processes.
The survey link will be sent to you on the week beginning 30th January, and will remain open for two
weeks (the survey will close on the 13th February). The research team will review the responses
together and then present an overview of the survey findings at the next available Senior Leadership
team meeting. The survey findings will then be utilised as the basis for our Spring Inset day.

Phase 2 – Share, Consolidate, Enhance

Following the outcome of the Spring Inset day, the research team will work with the school to share
best practice, consolidate, and enhance our quality first teaching offer. It is likely that additional data
will be gathered during this phase of the Action Research Project; at this point, further information
about data gathering and data use will be communicated with you.

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Dissemination
A key component of this Action Research Project is dissemination and evaluation. The anonymised
findings of our research will be shared in three ways:
1. Internally within our school
2. With one other school
3. As a written case study with accompanying video on a publicly available website.

As part of this project, you will be asked to complete an evaluation form. The data you provide in this
evaluation will not include your name, and whilst you will be asked to include the school’s name this
information will only be used for the purposes of checking the dissemination activities 1 and 2 (listed
above) have taken place.

The evaluation data gathered will be utilised by the University of Derby as the basis for examining the
efficacy of Action Research as a tool for improving the outcomes of children with special educational
needs and disabilities. This anonymised data which will include no identifying features (i.e. no school
names) will be shared with nasen who may choose to share it with the Department for Education.

Using the Data

The data gathered in Phases 1 and 2 of the research project will be discussed by the research team,
the school’s senior leadership team and shared with the school. For the purposes of developing the
project and gaining support, anonymised forms of the data may also be shared at the 6 twilight Action
Research sessions. These sessions are led by Dr Geraldene Codina at the University of Derby and are
attended by up to 30 staff from other schools/colleges who are participating in this project.

In accordance with the General Data Protection Regulation (2018) all data will be: stored securely in
password protected files; excessive quantities of data will not be gathered; participants have the right
to ask for any data-set where they are named to be deleted at any time; participants can withdraw
their active participation from the project at any time.

The date from which the research is to be anonymously published will be clearly communicated by
the researcher(s). Data will be retained for a minimum of three years.

The research Team

Mrs Sarah Smith Mr Abdul Kumar Ms Lola Musa

SENCO City School English Co-ordinator City School Maths Co-ordinator City School
[email protected] [email protected] [email protected]

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 24

Appendix 6: Project Information Sheet Proforma
See the Action Research: Templates Resource to proforma as a Microsoft Word document.

Action Research: Add your Research Focus

Project Information Sheet

Project Aim
What is the aim of your project, or your research question?

The Research Team

Who is leading the project and who are the research team (provide their contact details on the
following page)?

Arrangements
This Action Research project is being conducted as part of the National Association for Special
Educational Needs (nasen) ‘Universal SEND Services’ programme. Funded by the Department for
Education (DfE) the research team will be taking part in 6 training sessions and disseminating the
research findings.

Provide an overview of your Action Research project – how are you planning to conduct this action
research project?

Phase 1
Provide information about what you are doing in Plan 1.
- Make sure you tell participants what their involvement will be, how long it will take, and what you
will be doing with any information you gather.
- We recommend making a statement about the data gathered not being linked to the school’s
performance management processes.

Phase 2
The nature of the Action Research cycle means you might not know exactly what you will be doing in
plan 2 of your project. Share with participants whatever information is known and explain you will
provide an update at the point when you are working on Plan 2.

Dissemination
A key component of this Action Research Project is dissemination and evaluation. The anonymised
findings of our research will be shared in three ways:
1. Internally within our school
2. With one other school
3. As a written case study with accompanying video on a publicly available website.

As part of this project, you will be asked to complete an evaluation form. The data you provide in this
evaluation will not include your name, and whilst you will be asked to include your school’s name this
information will only be used for the purposes of checking the dissemination activity 1 and 2 (listed
above) have taken place.

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 25

The evaluation data gathered will be utilised by the University of Derby as the basis for examining the
efficacy of Action Research as a tool for improving the outcomes of children with special educational
needs and disabilities. This anonymised data which will include no identifying features (i.e. no school
names) will be shared with nasen who may choose to share it with the Department for Education.

Using the Data

The data gathered in Phases 1 and 2 of the research project will be discussed by the research team,
the school’s senior leadership team and shared with the school. For the purposes of developing the
project and gaining support, anonymised forms of the data may also be shared at the 6 twilight Action
Research sessions. These sessions are led by Dr Geraldene Codina at the University of Derby and are
attended by up to 30 staff from other schools/colleges who are participating in this project.

In accordance with the General Data Protection Regulation (2018) all data will be: stored securely in
password protected files; excessive quantities of data will not be gathered; participants have the right
to ask for any data-set where they are named to be deleted at any time; participants can withdraw
their active participation from the project at any time.

The date from which the research is to be anonymously published will be clearly communicated by
the researcher(s). Data will be retained for a minimum of three years.

The research Team

Name
Role
Email

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 26

 Appendix 7: Example/Proforma Consent Letter
See the Action Research: Templates Resource to access this proforma as a Microsoft Word document.

Action Research: [your research focus]

Consent Form
Please read the following and use ‘yes’ or ‘no’ to indicate whether you agree or disagree
respectively.

I have been provided with information about this research project which I Yes/No
understand.
I have been given the opportunity to ask questions and have had them answered to Yes/No
my satisfaction.
I understand that I can ask for all data in which I am named to be removed at any Yes/No
time.
I understand that I can withdraw my participation from this project at any time. Yes/No
I understand how the data gathered from this project will be used. Yes/No

Delete as appropriate

I agree to take part in this Action Research project

I do not agree to take part in this Action Research project

Name of participant……………………………………………………………………………..……………………..

Date……………………..

Once complete, please return this consent form to [your email address]

ACTION RESEARCH FOR ISEND (CODINA & ROBINSON, 2022) 29.11.22 27

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