Six person-centred practices to develop EHC plans

19 February 2015

This is a dry but nevertheless important blog about how different person-centred thinking tools help to inform each section of the new EHC plan. Each EHC plan should be keenly focused on an individual’s unique personality and requirements. A range of practical, person-centred thinking tools can be used to contribute to the information needed to create an EHC plan.

 

In this first blog we describe briefly what is required in section’s A to D of an EHC plan, and link these to the person-centred thinking tools that contribute to this information. We are also developing a poster version, and if you are interested in a complimentary copy of this, please email Heather@helensandersonassociates.co.uk.

Section A

Section A has five elements that must be included.

• It is essential to identify what is important to the young person, i.e., their interests, and what matters to them.
• The young person’s history needs to be documented well.
• What are the young person’s aspirations for the future?
• What are the views of the family and what is working and not working from their perspective?
• What are the views of the young person and what is working and not working from their perspective.

The two best person-centred thinking tools that can help supply good knowledge about what is important to a young person are one-page profiles and an existing person-centred review. In addition, the relationship circle and person-centred plans, for example, PATH or MAP can help to inform people about the history of the young person.

Section B

In section B, the young person’s special educational needs are to be identified clearly. The section of a one-page profile that details how best to support the individual is particularly useful to this section. However, communication charts and decision-making agreements, along with the young person’s assessments are rich sources of information.

Section C

In this section, the EHC plan must specify the support the person requires around health that has been identified through the EHC needs assessment. Similarly, the ‘how best to support me’ section on a one-page profile, communication charts and decision- making agreements are the most helpful tools that can be implemented.

Section D

Section D must identify the child or young person’s social care requirements that are related to their SEN or to a disability. Again, decision-making agreements, relationship circles, and the ‘how best to support me’ taken from the one-page profile information used at school/college and home. Presence to contribution is an additional tool that can help here as it identifies how people can become fully integrated into their community, rather than feeling on the outskirts.

The remaining sections E to K are covered by a new review called Preparing for Adulthood, which we will explain in detail in further blogs.

We are really keen to know how you are using person-centred practices to develop EHC plans so please get in touch with Charlotte with any great examples atCharlotte@helensandersonassociates.co.uk

If you are not currently using person-centred approaches within your school or college, or if you are a local authority, and would like to know more about making EHC plans happen, please do get in touch with Heather at Heather@helensandersonassociates.co.uk