Education health and care plans: what do we know so far?

Hannah Cochrane, Anita Soni

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)372-388
JournalSupport for Learning
Volume35
Issue number3
DOIs
Publication statusPublished - 15 Jul 2020

Keywords

  • disability
  • education health and care needs assessment
  • education health and care plan
  • multiagency or statutory assessment
  • special educational needs

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Education health and care plans: what do we know so far?'. Together they form a unique fingerprint.

Cite this