Eliciting the voice of children and young people in their Education, Health and Care Plans, and Annual Reviews: achieving meaningful participation

Abstract

Eliciting the views, wishes and feelings of children and young people with Special Educational Needs and Disabilities became the primary element of a new law within England, as part of the Government’s commitment to improving services for vulnerable children and their families, known as the Children and Families Act (2014). This thesis will explore the perspective of professionals within Local Authorities and specialist schools in England and how they elicit the voice of children and young people with Special Educational Needs and Disabilities during assessments for an Education, Health and Care Plan and their Annual Reviews. It also aims to develop group consensus on the characteristics of meaningful participation and provide solutions to perceived barriers in eliciting voice. An online-based questionnaire explored their attitudes, beliefs and opinions on eliciting voice; these were then followed up with six semi-structured interviews to further understand the factors that enable this and the barriers that are presented to both professionals and children and young people. Findings from the questionnaire and interviews show a varied approach to eliciting voice between professionals of different roles. Participants identified a range of enabling factors that support their role to elicit voice, whilst also identifying barriers that hinder the ability for children and young people to meaningfully engage in assessments and reviews. A Delphi study was also undertaken with eight professionals from one Local Authority and a local specialist school, in order to develop consensus on consultation based on the findings from the questionnaires and interviews. Through multiple iterations, the Delphi method developed consensus around the factors that enable professionals to elicit the voice meaningfully and provided solutions to overcome the barriers to participation. A document of good practice was produced from the findings and feedback was gathered on the usefulness and practicality of the document. This thesis concludes that despite a professional rhetoric of eliciting voice, the barriers within the field undermine the ability of professionals to do so consistently. By prioritising a child or young person’s views within an assessment and using creative methods to elicit voice, professionals can overcome barriers to ensure their voice is heard. Implications for future practice and policy is discussed on ensuring a person-centred approach to Education, Health and Care Plans, and Annual Reviews.