Castro-Kemp, S;
Gaona, C;
Grande, C;
Palikara, O;
(2021)
Consistency between provision, outcomes and functioning needs in statutory documents for young children with developmental disabilities in England.
Research in Developmental Disabilities
, 108
, Article 103815. 10.1016/j.ridd.2020.103815.
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Abstract
BACKGROUND: It is widely accepted that early childhood intervention for children with disabilities should address the assessment-intervention cycle holistically. Documenting both assessment and intervention is important to support provision effectively. In England, the official document that describes needs and provision for children with special educational needs and disabilities is the Education Health and Care plan. This document requires inter-professional collaboration and a focus on children's holistic participation, rather than diagnosis. AIM: To examine the consistency between provision, outcomes and needs of young children with disabilities in England, as described in their Education Health and Care plans. METHODS: The plans of 68 young children were examined and the relationships between documented needs, outcomes and provision actions analysed. RESULTS: provision is more related to children's individual needs, than to their diagnoses, when needs are described in sufficient detail; interdisciplinarity leads to higher quality documentation of provision and outcomes. However, more needs to be done to support professionals in developing higher quality needs descriptions and interdisciplinary collaborations. IMPLICATIONS: Training and interdisciplinarity with a common language between professionals have the potential to improve currently observed challenges regarding consistency between provision, needs and outcomes.
| Type: | Article |
|---|---|
| Title: | Consistency between provision, outcomes and functioning needs in statutory documents for young children with developmental disabilities in England |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.ridd.2020.103815 |
| Publisher version: | https://doi.org/10.1016/j.ridd.2020.103815 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Disability, EHC plans, England, SEND, Special educational needs, Statutory, Child, Child, Preschool, Developmental Disabilities, Disabled Persons, England, Health Education, Humans |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10141599 |
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