Plans that work: improving employment outcomes for young people with learning disabilities

This article offers a critical reflection on the function of education, health and care plans (EHCPs) in pathways to employment for disabled young people. We consider ‘the education plan’ as an artefact of special educational needs systems. We problematise the often taken‐for‐granted assumption that such plans are always and only a ‘good’ thing in the lives of disabled young people seeking pathways to employment. At the same time, we consider the rise in demand for plans that are understood by many as a crucial mechanism for achieving support. Following the recent policy reforms in England, we describe a context in which the funding of education is shrinking and in which the promise of employment for disabled young people has yet to be delivered. We conclude by proposing some changes to policy and practice to enhance employment opportunities for disabled young people

"The SEND Code of Practice has given me clout": a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms

The introduction of the Special Educational Needs and Disabilities (SEND) reforms were hailed in 2014, by the then Government, as the most significant change to SEND policy for thirty years. Despite introduced changes, the 2015 Code continued to place responsibility for the co-ordination of provision for children with SEN within the remit of the SENCo. This article forms part of a wider study which examined the role of the SENCo at this time of significant reform; the study aimed to understand the role of the SENCo as a policy actor tasked with policy implementation as well as their perceptions impact during the first year of reform. This article discusses the themes which arose from the in-depth semi-structured interviews carried out with SENCo participants during 2014/ 2015, which explored reflections on the SENCo role, SENCo activities undertaken across the year, and how SENCos facilitated the implementation of the 2015 Code

Work to be done? A survey of educational psychologists exploring their contribution to special schools for profound and multiple learning difficulties

This article explores the perspectives of educational psychologists across England with regard to their professional involvement, role and contribution to special schools for children and young people with profound and multiple learning difficulties (PMLD). An online survey was distributed to all educational psychology services in England and to private educational psychology practices. Data collected from 207 respondents were analysed using descriptive statistics and quantitative and qualitative content analysis. The findings suggest a complex national picture, including great variation in the frequency of educational psychology visits and indirect contact with the special schools. While the work carried out by educational psychologists in these special schools is primarily individual, statutory-led casework, systemic work is considered to be the ‘ideal’ contribution. Educational psychologists’ views on their role in PMLD settings seem to feature limited ideas. The authors suggest that improving educational psychologists’ skills and knowledge of PMLD, building relationships with special schools and finding a niche in supporting, among other things, the emotional well-being of the school’s community, might be ways forward for working in PMLD schools. The article concludes by emphasising the continued need for the profession to understand and market the specific role it can play in PMLD settings

Models of SEND: the impact of political and economic influences on policy and provision

The content and direction of policy can be impacted upon by broader political and economic influences that are of central concern to the government in office. With regard to education, the concepts of inclusion and SEND are at the forefront of professional pedagogy and provision. These concepts, although well-established educational practices, may be impacted by these influences. This article has two aims. Firstly, it will identify and critically evaluate potential factors that may have an impact upon the implementation of these concepts. This analysis will focus on the effects of national and international financial instability, the standards agenda and the use of attainment data. The second aim is to critically examine existing and new models of SEND and evaluate how they may be affected by broader political and economic influences and thus reflect current political values. This article will also present a table that summarises each model of SEND and the political and economic influences that may impact upon them. A conclusion is drawn that the potential to achieve inclusive educational practice is affected, not by the models of SEND impacting upon policy and practice, but by political and economic influences acting at both national and international levels.Key words: inclusion, special educational needs, disabilities, medical model, social model, biopsychosocial model, state influenced market model, financial crisis mode