Strengths and limitations of the Education, Health and Care plan process from a range of professional and family perspectives

Sales, Niaomi; Vincent, Kerry

doi:10.1111/1467-8578.12202

Cited by 18 publications

(27 citation statements)

References 7 publications

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“…This concurs with the findings of Curran et al . (2017) and Sales and Vincent (2018). However, the House of Commons Education Committee Report (2019) suggests there is still some way to go in achieving this aim.…”

Section: Discussionmentioning

confidence: 99%

“…Other early research (LKMCO, 2015; NAS, 2015; NDCS, 2015 as cited in Curran et al ., 2017) indicates that the impact of the reforms for schools, children and families is mixed. Sales and Vincent (2018) conducted research into how the new EHC plans were working for families and professionals (EHC plans are intended to be more collaborative involving parents/carers and young people in the assessment process and setting outcomes). They concluded that there was greater parental involvement and the approach was more person‐centred.…”

Section: Introductionmentioning

confidence: 99%

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Implementing the 2014 SEND reforms in England: perspectives from SENCOs

Tysoe¹,

Vincent²,

Boulton³

2021

Support for Learning

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This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing the 2014 SEND reforms in England: perspectives from SENCOs

Tysoe¹,

Vincent²,

Boulton³

2021

Support for Learning

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“…(FG 1)If a child presents with a specific medical or genetic diagnosis, impacting on their cognitive skills and functioning, it was reported to impact upon the intervention they received. Participants discussed that in certain geographical locations, intervention is only offered to those with a recognized Education, Health and Care Plan (Sales and Vincent, 2018), that is, a legal document provided by UK local government agencies which specifies the provision and intervention required to support the child’s development. Participants talked about taking a holistic approach when considering intervention provision, considering the whole child and how factors such as attention and listening skills or the child’s cognitive ability may impact upon progress in therapy sessions.The priority when you first meet that cleft child, the cleft like characteristics or is it the attention levels, the language levels and which comes first and when are all kind of key.…”

Section: Patient-centered Carementioning

confidence: 99%

An Exploratory Study of Speech and Language Therapy Intervention for Children Born With Cleft Palate ± Lip

Williams

Harding

Wren

2020

The Cleft Palate Craniofacial Journal

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Introduction: Children born with a cleft palate ± lip are at risk of developing speech and language difficulties, which may require intervention from a speech and language therapist (SLT). To date, there is no strong evidence to support one approach to intervention over another, neither is it clear which approaches or methods of provision are commonly used. Objectives: To describe the range of speech and language therapy interventions being used with children born with cleft palate in the United Kingdom up to 5 years of age. To explore the different ways, interventions are being delivered. Design: A prospective study to conduct 9 semi-structured focus groups. Iterative content analysis was completed. Setting: Regional Cleft Lip and Palate Centers in the United Kingdom. Participants: Sixty-two speech and language therapy professionals from specialist cleft teams and community services. Results: Four main codes were identified: “intervention approaches,” “service delivery models,” “decision-making and rationale,” and “patient-centered care.” Participants frequently discussed how they adopt an eclectic style when delivering intervention, the importance of an individualized approach for each child and service delivery constraints, such as a lack of resources. Conclusion: Insight into the multitude of intervention approaches used by SLTs, aspects which influence their decision-making and the variability of service delivery models were gained. Uncertainty regarding which intervention approaches and methods for delivery are most effective provides rationale for future research, to improve the effectiveness of speech and language intervention for children with cleft palate ± lip.

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“…This is illustrative of how, according to Gramsci, the economy, political society and a part of civil society, the school system in this instance, are inextricably bound together in a constantly shifting relationship of mutual exchange with one another (Jones, 2006). While the process of constructing an EHC plan has been found to empower parents and pupils by placing them at the centre of decisions that affect their own lives (Sales and Vincent, 2018), it is also apparent from Glen's comments that the power and influence of special schools in this respect are limited in that they have no say over how much money is required to support children with SEND.…”

Section: Economic Climate: Budgetary Constraintsmentioning

confidence: 99%

Factors influencing the culture of special school physical education: A Gramscian critique

Maher

Fitzgerald

McVeigh

2020

European Physical Education Review

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Physical education (PE) research has largely been preoccupied with mainstream (regular) schools. This article reports on part of a larger research project that centralises special school PE. In particular, Gramsci’s conceptualisations of hegemony, power and ideology are utilised to help shed light on the key factors that shape the culture of special school PE. A number of key themes were constructed from twelve interviews with special school senior leaders and PE teachers including, ‘economic climate: budgetary constraints’, ‘access to appropriate facilities and learning spaces’ and ‘pressures from Office for Standards in Education, Children’s Services and Skills (Ofsted) and senior management team’. These findings demonstrate how particular historical and contemporary factors contribute to the positioning of PE in special schools. The status and value of PE in these settings is sometimes considered less favourably than other areas of the curriculum or indeed mainstream PE. In spite of this, staff tasked with delivering special school PE had the desire and creativity to offer engaging experiences. In concluding we note that issues concerning economic constraints, limited space to deliver PE and pressures associated with Ofsted can be found in many mainstream schools too. However, honing in on the particular circumstances within special schools broadens insight about PE in contemporary schools.

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Strengths and limitations of the Education, Health and Care plan process from a range of professional and family perspectives

Cited by 18 publications

References 7 publications

Implementing the 2014 SEND reforms in England: perspectives from SENCOs

Implementing the 2014 SEND reforms in England: perspectives from SENCOs

An Exploratory Study of Speech and Language Therapy Intervention for Children Born With Cleft Palate ± Lip

Factors influencing the culture of special school physical education: A Gramscian critique

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