School placement and conductive education: the experiences of education administrators

A placement at the National Institute of Conductive Education (NICE) in Birmingham for children with motor disorders is strongly preferred over mainstream or special schools by some parents, but it has been noted that this is usually refused following the current statementing process. Although funding constraints have been articulated, Angela Morgan, a Research Fellow at the Wolverhampton University Policy Research Institute, and Kevin Hogan, also at the University of Wolverhampton, contend in this article that other explanations are possible, as variability remains in placement decisions. The experiences of education administrators working within the special educational needs departments of local education authorities who make the ultimate decision re g a rding school placement have hitherto been unexplored. This study offers findings from an exploratory qualitative study, which suggests that administrators are working from disparate understandings of conductive education within an a rena fraught with conflict. Recommendations derived from the study include further in-service training for education administrators and prior training for individuals seeking a career in education administration to enhance collaborative working partnerships between administrators and parents.