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Education, health and care plans: What do we know so far?
Author(s) -
Cochrane Hannah,
Soni Anita
Publication year - 2020
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.12316
Subject(s) - statutory law , code of practice , special educational needs , process (computing) , work (physics) , good practice , public relations , needs assessment , education act , medical education , health care , special needs , quality (philosophy) , special education , psychology , nursing , sociology , medicine , political science , pedagogy , law , engineering ethics , psychiatry , mechanical engineering , computer science , engineering , operating system , philosophy , epistemology
The Children and Families Act, 2014 and the new Special Educational Needs and Disability SEND Code of Practice (DfE and DoH, 2014) has led to reforms in how children and young people with special educational needs and disabilities are supported in England. Now, five years on, research has begun to emerge exploring the implementation of the new statutory assessment process, the Education, Health and Care (EHC) plans and the outcomes of the process in England. This article seeks to review current research about the introduction of EHC needs assessment process and plans. It highlights three key themes: experiences of the process, reflections on the EHC plans and the outcomes of the process. Whilst parental involvement has improved, and there is some evidence of multiagency work, the views of children and young people continue to be marginalised, and EHC Plans are highly variable in quality, indicating that person‐centred approaches are not yet fully implemented. This indicates a need for further research on how to effectively involve CYP with SEND in statutory processes and support.