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

Autor/inn/en	Robinson, Deborah; Moore, Nicki; Hooley, Tristram
Titel	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
Quelle	In: British Journal of Guidance & Counselling, 46 (2018) 4, S.479-491 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2017.1413706
Schlagwörter	Foreign Countries; Educational Policy; Health Services; Special Needs Students; Disabilities; Educational Legislation; Educational Needs; Holistic Approach; Criticism; Work Environment; Career Guidance; Educational History; School Districts; Individualized Transition Plans; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Health service; Gesundheitsdienst; Gesundheitswesen; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Holistischer Ansatz; Kritik; Arbeitsmilieu; Berufsorientierung; History of education; Bildungsgeschichte; School district; Schulbezirk
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01