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    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.

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    EHC Planning - pre-publication.pdf
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    Authors
    Robinson, Deborah cc
    Moore, Nicki cc
    Hooley, Tristram cc
    Affiliation
    University of Derby
    Issue Date
    2018-01-03
    
    Metadata
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    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.
    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
    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
    ae974a485f413a2113503eed53cd6c53
    10.1080/03069885.2017.1413706
    Scopus Count
    Collections
    Institute of Education Research Collection

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