School of Education, Roehampton University, Roehampton Lane, London SW155PJ, United Kingdom; Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
School of Education, Roehampton University, Roehampton Lane, London SW155PJ, United Kingdom.
Res Dev Disabil. 2021 Jan;108:103815. doi: 10.1016/j.ridd.2020.103815. Epub 2020 Nov 26.
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.
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.
The plans of 68 young children were examined and the relationships between documented needs, outcomes and provision actions analysed.
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.
Training and interdisciplinarity with a common language between professionals have the potential to improve currently observed challenges regarding consistency between provision, needs and outcomes.
人们普遍认为，残疾儿童的早期干预应该全面关注评估-干预周期。记录评估和干预对于有效支持提供服务非常重要。在英国，描述有特殊教育需求和残疾儿童的需求和提供服务的官方文件是教育、健康和关怀计划。该文件要求跨专业合作，并关注儿童的整体参与，而不是诊断。
检查英国残疾幼儿在其教育、健康和关怀计划中描述的需求、结果和服务之间的一致性。
检查了 68 名幼儿的计划，并分析了记录的需求、结果和服务行动之间的关系。
当需求描述得足够详细时，服务更多地与儿童的个体需求相关，而不是与他们的诊断相关；跨学科性导致服务和结果的记录质量更高。然而，仍需要做更多的工作来支持专业人员制定更高质量的需求描述和跨学科合作。
培训和跨学科性以及专业人员之间的共同语言有可能改善目前在服务、需求和结果之间一致性方面观察到的挑战。
