Strengths and Limitations of the Education, Health and Care Plan Process from a Range of Professional and Family Perspectives

Autor/inn/en	Sales, Niaomi; Vincent, Kerry
Titel	Strengths and Limitations of the Education, Health and Care Plan Process from a Range of Professional and Family Perspectives
Quelle	In: British Journal of Special Education, 45 (2018) 1, S.61-80 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12202
Schlagwörter	Special Education; Educational Needs; Disabilities; Foreign Countries; Special Needs Students; Legislation; Educational Legislation; Educational Change; Educational Policy; Interviews; Questionnaires; Focus Groups; Parent Attitudes; Student Attitudes; Educational Assessment; Educational Planning; Parent Participation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Handicap; Behinderung; Ausland; Sonderpädagogischer Förderbedarf; Gesetzgebungslehre; Bildungsrecht; Schulgesetz; Bildungsreform; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Fragebogen; Elternverhalten; Schülerverhalten; Education; assessment; Bewertungssystem; Bildungsplanung; Elternmitwirkung
Abstract	The introduction of a new Special Educational Needs and Disability (SEND) Code of Practice in 2015 marked one of the most significant reforms to the SEND statutory assessment process in England since its introduction over 30 years ago. This article presents the findings of a small-scale study that aimed to identify the extent to which the reforms have successfully addressed some of the shortcomings of the former Statementing process. Interviews, questionnaires and a focus group were used to gain the perspectives of parents, young people and professionals from education, health and social care services in two local authorities in the English Midlands. The research found that the new Education, Health and Care (EHC) assessment and planning process has been effective in some areas, particularly in achieving greater parental involvement and a more person-centred approach. However, important issues remain unresolved. The data suggest that greater consistency in interpreting and applying legislation, and in individual professional practices, are still needed to fully achieve the intentions of the new system. Some recommendations for practitioners are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01