School of Education, University of Roehampton, London, UK.
Disabil Rehabil. 2020 Nov;42(23):3383-3394. doi: 10.1080/09638288.2019.1593520. Epub 2019 May 6.
The new special educational needs and disability legislation in England has introduced Education Health and Care plans as statutory documents for children with special educational needs, and has extended provision beyond compulsory education, placing transition in a compelling position. This policy recognises the need to include the views, wishes and aspirations of children and young people in the development of provision to cater for their needs. For young people with autism spectrum disorders and their families, transition to post-16 education and employment could be challenging. This study aimed to explore how voices of young people with autism spectrum disorders are captured in their Education Health and Care plans. These views were collected from the Education Health and Care plans of 12 young people with autism spectrum disorders. These plans were analysed inductively and deductively through content analysis, using the International Classification of Functioning, Disability and Health: Children and Youth Version as a coding framework. Discrepancies were found between plans concerning the ways in which the voices of young people with ASD were elicited. A total of 189 functioning codes were identified, with a prevalence of activities and participation codes to reflect their views, followed by body functions and lastly environmental factors. These disparities are discussed in light of the biopsychosocial model of functioning and health, and the new English policy. Implications for adopting the International Classification of Functioning framework to give voice to young people with autism spectrum disorders are also discussed.Implications for rehabilitationYoung people with autism spectrum disorders face many challenges in their transition to post-16 education and employment.Engaging young people with autism spectrum disorders in matters that affect their own lives contribute to the development of provision that is aligned with their wishes and aspirations.Practitioners collaborating in the development of Education Health and Care plans should ensure that young people are effectively involved in the development of their own plans.The International Classification of Functioning, Disability and Health, Children and Youth Version provides a systematic framework and language for coding and recording data from different sources with which to capture young people's views.
英格兰新的特殊教育需求和残疾立法将教育、健康和关怀计划作为有特殊教育需求儿童的法定文件，并将特殊教育的提供范围扩大到义务教育之外，使过渡处于一个强制性的位置。这项政策认识到需要将儿童和年轻人的意见、愿望和愿望纳入为满足他们的需求而提供的服务中。对于患有自闭症谱系障碍的年轻人及其家人来说，过渡到 16 岁以后的教育和就业可能具有挑战性。本研究旨在探讨如何在教育、健康和关怀计划中捕捉到自闭症谱系障碍年轻人的声音。这些观点是从 12 名自闭症谱系障碍年轻人的教育、健康和关怀计划中收集的。通过内容分析，使用国际功能、残疾和健康分类：儿童和青少年版作为编码框架，对这些计划进行了归纳和演绎分析。在如何引出 ASD 年轻人声音的方式上，发现了计划之间的差异。共确定了 189 个功能代码，以反映他们观点的活动和参与代码为主，其次是身体功能，最后是环境因素。这些差异在功能和健康的生物心理社会模型以及新的英国政策的背景下进行了讨论。还讨论了采用国际功能分类框架赋予自闭症谱系障碍年轻人发言权的影响。
康复意义自闭症谱系障碍的年轻人在过渡到 16 岁以后的教育和就业方面面临许多挑战。让自闭症谱系障碍的年轻人参与影响他们自己生活的事务有助于制定符合他们愿望和期望的服务。在制定教育、健康和关怀计划时合作的从业者应确保年轻人有效参与自己计划的制定。《国际功能、残疾和健康分类》为从不同来源编码和记录数据提供了一个系统的框架和语言，以便捕捉年轻人的观点。
