The views and aspirations of young people with autism spectrum disorders and their provision in the new Education Health and Care plans in England

Abstract

Background: 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.

Methods: 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.

Results: 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.

Conclusion: 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 rehabilitation

• Young 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.

Keywords:

• Young people
• autism spectrum disorder
• post-16
• ICF-CY
• biopsychosocial model
• education health and care plans
• special educational needs
• disability

Disclosure statement

The authors report no declarations of interest.

Additional information

Funding

The study was funded by the first author's PhD studentship offered by the University of Roehampton as a Vice-Chancellor Scholarship. We are grateful to the young people, their families and schools, who generously gave up their time to participate in this study.