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Consistency between provision, outcomes and functioning needs in statutory documents for young children with
Susana Castro-Kemp1, Carolina Gaona2, Catarina Grande3
1School of Education, Roehampton University, Roehampton Lane, London SW155PJ, United Kingdom; Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
Research in Developmental Disabilities
|November 29, 2020
Summary
Detailed needs descriptions in Education, Health, and Care (EHC) plans improve early intervention consistency for children with disabilities. Interdisciplinary collaboration enhances documentation quality, but professional training is needed.
Area of Science:
- Child Development
- Special Education
- Public Health Policy
Background:
- Holistic assessment-intervention cycles are crucial for early childhood intervention.
- Education, Health, and Care (EHC) plans in England document needs and provision for children with disabilities.
- EHC plans emphasize inter-professional collaboration and holistic participation over diagnosis.
Purpose of the Study:
- To assess the alignment between provision, outcomes, and needs in young children's EHC plans.
- To identify factors influencing the consistency of documentation within EHC plans.
Main Methods:
- Analysis of 68 young children's EHC plans.
- Examination of relationships between documented needs, outcomes, and provision.
Main Results:
- Provision aligns better with detailed needs than diagnoses.
- Interdisciplinary collaboration improves documentation quality for provision and outcomes.
- Enhanced professional training is required for detailed needs descriptions and interdisciplinary teamwork.
Conclusions:
- Interdisciplinary collaboration and a shared professional language can address inconsistencies.
- Targeted training can improve the quality of needs documentation and collaborative practices.
- Improving EHC plan consistency supports better outcomes for children with disabilities.
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