Person-Centred Reviews and Transition: An Exploration of the Views of Students and Their Parents/Carers

Autor/inn/en	White, Julie; Rae, Tina
Titel	Person-Centred Reviews and Transition: An Exploration of the Views of Students and Their Parents/Carers
Quelle	In: Educational Psychology in Practice, 32 (2016) 1, S.38-53 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2015.1094652
Schlagwörter	Special Education; Disabilities; Special Needs Students; Mixed Methods Research; Locus of Control; Parent Participation; Foreign Countries; Educational Psychology; Parent Student Relationship; Thinking Skills; Caregiver Child Relationship; Grade 5; Grade 8; Student Attitudes; Student Participation; Planning; Individual Needs; Individual Power; Decision Making; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Elternmitwirkung; Ausland; Erziehungspsychologie; Pädagogische Psychologie; Denkfähigkeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ablaufplanung; Planungsprozess; Eigeninitiative; Decision-making; Entscheidungsfindung; Großbritannien
Abstract	The person-centred review (PCR) is a model for the review of a student's special educational needs (SEN) which places the young person and their family at the centre of the process. This mixed-methods, exploratory study investigated the views of 16 students with SEN aged between 10-11 years (Year 6) and 13-14 years (Year 9), and their parents/carers on their PCRs (which were mostly held at transition). Attention was paid to potential changes in the young people's locus of control and feelings towards school. Findings indicated that the PCR is a collaborative, constructive and reassuring process for families where a wealth of information is shared openly and honestly within a relaxed, yet structured, meeting. The young people were generally positive about the process, although many felt daunted beforehand. Some parents felt the meeting was too long and not entirely accessible to children. The study did not conclude that the young people's locus of control or feelings towards their education changed following the PCR. Implications for good practice are discussed, particularly for educational psychologists and in the context of the SEN and Disability Code of Practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01