Participation in the annual reviews of statements for students with autism aged 14 years and above / Ellie HORTON in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.70-78 Titre : Participation in the annual reviews of statements for students with autism aged 14 years and above Type de document : Texte imprimé et/ou numérique Auteurs : Ellie HORTON, Auteur Article en page(s) : p.70-78 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is an increasing call to engage the young person in the decisions that are made and to gain their perspective on systems and interventions. The focus has moved from taking actions for them to taking actions with them – nothing about us without us – being a phrase often used by those with special educational needs and disabilities in this context. Traditionally, reviews of progress and planning meetings held in school have taken place without the young person present. It is now a statutory requirement for professionals and schools to invite the young person to attend such meetings and to contribute. In this paper, Ellie Horton examines the part played by four students with autism in their Year 9 annual review in two different schools. She also conducts an online survey of teaching staff in mainstream schools and analyses the responses obtained from 68 staff. From this small study, it is clear that practice varies and that work needs to be done to fully include students with autism in this process. Recommendations are given as to what to consider in order to meaningfully include a young person in his or her review. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Participation in the annual reviews of statements for students with autism aged 14 years and above [Texte imprimé et/ou numérique] / Ellie HORTON, Auteur . - p.70-78. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.70-78 Index. décimale : PER Périodiques Résumé : There is an increasing call to engage the young person in the decisions that are made and to gain their perspective on systems and interventions. The focus has moved from taking actions for them to taking actions with them – nothing about us without us – being a phrase often used by those with special educational needs and disabilities in this context. Traditionally, reviews of progress and planning meetings held in school have taken place without the young person present. It is now a statutory requirement for professionals and schools to invite the young person to attend such meetings and to contribute. In this paper, Ellie Horton examines the part played by four students with autism in their Year 9 annual review in two different schools. She also conducts an online survey of teaching staff in mainstream schools and analyses the responses obtained from 68 staff. From this small study, it is clear that practice varies and that work needs to be done to fully include students with autism in this process. Recommendations are given as to what to consider in order to meaningfully include a young person in his or her review. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

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