Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.

Hdl Handle:
http://hdl.handle.net/10545/622051
Title:
Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.
Authors:
Robinson, Deborah ( 0000-0002-2209-5712 ) ; Moore, Nicki ( 0000-0003-0676-0556 ) ; Hooley, Tristram ( 0000-0002-1453-4535 )
Abstract:
This article examines the implications of the new education, health and care (EHC) planning process for career professionals in England. The new process comes in the wake of a succession of legislation relating to young people with special educational needs and disabilities (SEND) in England. There is much to recommend the new process as it represents a shift to a more holistic and person-centred approach. However, there are four main criticisms which can be made of the new process: (1) the policy has an excessive focus on paid work as an outcome which is unrealistic (for some young people); (2) the resourcing in local authorities is too limited to successfully operationalise the policy; (3) there is a lack of clarity about the professional base delivering EHC planning (especially in relation to the career elements); and (4) the policy is too narrowly targeted. While the new legislation offers some major opportunities, realising these will be difficult. In this paper, questions are raised about the resources required to deliver these services; the responsibilities relevant to such services; and the role and scope of these services in supporting the transitions of vulnerable young people into learning and work in an environment where universal careers provision has been substantially diminished.
Affiliation:
University of Derby
Citation:
Robinson, D., Moore, N. and Hooley, T. (2018) 'Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.' British Journal of Guidance & Counselling, DOI: 10.1080/03069885.2017.1413706
Publisher:
Taylor and Francis
Journal:
British Journal of Guidance & Counselling
Issue Date:
3-Jan-2018
URI:
http://hdl.handle.net/10545/622051
DOI:
10.1080/03069885.2017.1413706
Additional Links:
https://www.tandfonline.com/doi/full/10.1080/03069885.2017.1413706
Type:
Article
Language:
en
ISSN:
03069885
EISSN:
14693534
Sponsors:
N/A
Appears in Collections:
Centre for Educational Research and Innovation

Full metadata record

DC FieldValue Language
dc.contributor.authorRobinson, Deborahen
dc.contributor.authorMoore, Nickien
dc.contributor.authorHooley, Tristramen
dc.date.accessioned2018-01-12T15:20:23Z-
dc.date.available2018-01-12T15:20:23Z-
dc.date.issued2018-01-03-
dc.identifier.citationRobinson, D., Moore, N. and Hooley, T. (2018) 'Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.' British Journal of Guidance & Counselling, DOI: 10.1080/03069885.2017.1413706en
dc.identifier.issn03069885-
dc.identifier.doi10.1080/03069885.2017.1413706-
dc.identifier.urihttp://hdl.handle.net/10545/622051-
dc.description.abstractThis article examines the implications of the new education, health and care (EHC) planning process for career professionals in England. The new process comes in the wake of a succession of legislation relating to young people with special educational needs and disabilities (SEND) in England. There is much to recommend the new process as it represents a shift to a more holistic and person-centred approach. However, there are four main criticisms which can be made of the new process: (1) the policy has an excessive focus on paid work as an outcome which is unrealistic (for some young people); (2) the resourcing in local authorities is too limited to successfully operationalise the policy; (3) there is a lack of clarity about the professional base delivering EHC planning (especially in relation to the career elements); and (4) the policy is too narrowly targeted. While the new legislation offers some major opportunities, realising these will be difficult. In this paper, questions are raised about the resources required to deliver these services; the responsibilities relevant to such services; and the role and scope of these services in supporting the transitions of vulnerable young people into learning and work in an environment where universal careers provision has been substantially diminished.en
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03069885.2017.1413706en
dc.rightsArchived with thanks to British Journal of Guidance & Counsellingen
dc.subjectSpecial Educational Needsen
dc.subjectDisabilityen
dc.subjectPolicyen
dc.subjectCareer guidanceen
dc.titleEnsuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.en
dc.typeArticleen
dc.identifier.eissn14693534-
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalBritish Journal of Guidance & Counsellingen
dc.contributor.institutionCentre for Educational Research and Innovation, University of Derby, Derby, UK-
dc.contributor.institutionInternational Centre for Guidance Studies, University of Derby, Derby, UK-
dc.contributor.institutionInternational Centre for Guidance Studies, University of Derby, Derby, UK-
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