1,628
Views
6
CrossRef citations to date
0
Altmetric
Rehabilitation in Practice

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

ORCID Icon, ORCID Icon & ORCID Icon
Pages 3383-3394 | Received 17 Nov 2017, Accepted 06 Mar 2019, Published online: 06 May 2019

References

  • American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5). Arlington: APA; 2013.
  • Bölte S, Schipper E, Robison JE, et al. Classification of functioning and impairment: the development of ICF-CY core sets for autism spectrum disorder. Autism Res. 2014;7(1):167–172.
  • Castro S, Pinto A, Simeonsson R. Content analysis of portuguese individualized education programs for young children with autism using the ICF-CY framework. Eur Early Child Educ Res J. 2012;22(1):91–104.
  • Schipper E, Lundequist A, Coghill D, et al. Ability and disability in autism spectrum disorder: a systematic literature review employing the international classification of functioning, disability and health‐children and youth version. Autism Res. 2015;8(6):782–794.
  • World Health Organisation (WHO). International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY). Geneva: WHO; 2007.
  • Bond C, Hebron J. Developing mainstream resource provision for pupils with autism spectrum disorder: staff perceptions and satisfaction. Eur J Special Needs Educ. 2016;31(2):250–263.
  • Pellicano E, Dinsmore A, Charman T. What should autism research focus upon? Community views and priorities from the United Kingdom. Autism. 2014;18(7):756–770.
  • Insel T, Daniels SA. Future directions: setting priorities to guide the federal research effort. In Amaral DG, Dawson G, Geschwind DH, editors. Autism Spectrum Disorders. New York: Oxford University Press; 2011. p. 1359–1366.
  • Hendricks DR, Wehman P. Transition from school to adulthood for youth with autism spectrum disorders: review and recommendations. Focus Autism Other Dev Disabil. 2009;24(2):77–88.
  • Howlin P. Social disadvantage and exclusion: adults with autism lag far behind in employment prospects. J Am Acad Child Adolesc Psychiatry. 2013;52(9):897–899.
  • Roux AM, Shattuck PT, Cooper BP, et al. Postsecondary employment experiences among young adults with an autism spectrum disorder. J Am Acad Child Adolesc Psychiatry. 2013;52(9): 931–939.
  • Wei X, Wagner M, Hudson L, et al. Transition to adulthood: employment, education, and disengagement in individuals with autism spectrum disorders. Emerg Adulthood. 2015;3(1):37–45.
  • Anderson KA, McDonald TA, Edsall D, et al. Postsecondary expectations of high-school students with autism spectrum disorders. Focus Autism Other Develop Disabil. 2016;31(1):16–26.
  • Halpern AS. Quality of life as a conceptual framework for evaluating transition outcomes. Except Child. 1993;59:486–498.
  • Schall CM, McDonough JT. Autism spectrum disorders in adolescence and early adulthood: characteristics and issues. J Vocat Rehabil. 2010;32(2):81–88.
  • Taylor JL, Seltzer MM. Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. J Autism Develop Disord. 2011;41(5):566–574.
  • Wehman P, Schall C, Carr S, et al. Transition from school to adulthood for youth with autism spectrum disorder: what we know and what we need to know. J Disabil Policy Studies. 2014;25(1):30–40.
  • Shattuck PT, Narendorf SC, Cooper B, et al. Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics. 2012;129(6):1042–1049.
  • Wehman PH, Schall CM, McDonough J, et al. Competitive employment for youth with autism spectrum disorders: Early results from a randomized clinical trial. J Autism Develop Disord. 2014;44(3):487–500.
  • Palikara O, Lindsay G, Dockrell JE. Voices of young people with a history of specific language impairment (SLI) in the first year of post‐16 education. Int J Lang Commun Disord. 2009;44(1):56–78.
  • Hendricks D. Employment and adults with autism spectrum disorders: challenges and strategies for success. J Vocat Rehabil. 2010;32(2):125–134.
  • Hurlbutt K, Chalmers L. Employment and adults with Asperger syndrome. Focus Autism and Other Develop Disabil. 2004;19(4):215–222.
  • Children and Families Act 2014. London: HMSO; 2014.
  • United Nations. Convention on the Rights of the Child. Geneva: UN; 1989.
  • Porter J. Research and pupil voice. In: Florian L, editor. The SAGE handbook of special education. 2nd ed. Volume 2. Los Angeles: SAGE; 2014. p. 405–420.
  • United Nations. Convention on the Rights of Persons with Disabilities. Geneva: UN; 2006.
  • Individuals with Disabilities Education Act 2004. Washington, DC: GPO; 2004.
  • Lewis A. ‘And when did you last see your father?’ Exploring the views of children with learning difficulties/disabilities. Br J Special Educ. 2004;31(1):3–9.
  • Lundy L. ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. Br Educ Res J. 2007;33(6):927–942.
  • Morgan B. Consulting pupils about classroom teaching and learning: policy, practice and response in one school. Res Pap Educ. 2011;26(4):445–467.
  • Fayette R, Bond C. A systematic literature review of qualitative research methods for eliciting the views of young people with ASD about their educational experiences. Eur J Special Needs Educ. 2017;1–17.
  • Carrington S, Graham L. Perceptions of school by two teenage boys with Asperger syndrome and their mothers: a qualitative study. Autism. 2001;5(1):37–48.
  • Department for Education and Department of Health. Special educational needs and disability code of practice: 0 to 25 years. London: HMSO; 2015.
  • World Health Organisation (WHO). International Classification of Functioning, Disability and Health. Geneva: WHO; 2001.
  • Adolfsson M. Applying the ICF-CY to identify everyday life situations of children and youth with disabilities [dissertation]. Jonkoping: Jonkoping University; 2011.
  • Lollar DJ, Simeonsson RJ. Diagnosis to function: classification for children and youths. J Develop Behav Pediatr. 2005;26(4):323–330.
  • Castro S, Pinto AI, Maia M. Linking the Carolina curriculum for pre-schoolers with special needs to the ICF-CY. Br J Develop Disabil. 2011;57(113):133–146.
  • Tate RL, Perdices M. Applying the International Classification of Functioning, Disability and Health (ICF-CY) to clinical practice and research in acquired brain impairment. Brain Impair. 2008;9(03):282–292.
  • Castro S, Palikara O. Mind the gap: The new special educational needs and disability legislation in England. Front Educ. 2016;1(4):1–9.
  • American Psychiatric Association (APA). Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision. Washington, DC: American Psychiatric Publishing; 2000.
  • World Health Organisation (WHO). International Classification of Diseases, 10th Revision (ICD-10). Geneva: WHO; 2010.
  • Rutter M, Bailey A, Lord C. The Social Communication Questionnaire. Los Angeles: Western Psychological Services; 2003.
  • Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs. 2008;62(1):107–115.
  • Augustine L, Lygnegård F, Granlund M, et al. Linking youths’ mental, psychosocial, and emotional functioning to ICF-CY: lessons learned. Disabil Rehabil. 2018;40(19):2293–2299.
  • Ballert CS, Hopfe M, Kus S, et al. Using the refined ICF-CY linking rules to compare the content of existing instruments and assessments: a systematic review and exemplary analysis of instruments measuring participation. Disabil Rehabil. 2019;41(5):584–600.
  • Cieza A, Fayed N, Bickenbach J, et al. Refinements of the ICF-CY linking rules to strengthen their potential for establishing comparability of health information. Disabil Rehabil. 2016:1–10. DOI:10.3109/09638288.2016.1145258. [Epub ahead of print]
  • MacLeod A, Lewis A, & Robertson C. ‘Why should I be like bloody RainMan?!’ Navigating the autistic identity. Br J Special Educ. 2013;40(1):41–49.
  • Castro S, Ferreira T, Dababnah S, et al. Linking autism measures with the ICF-CY: functionality beyond the borders of diagnosis and interrater agreement issues. Dev Neurorehabil. 2013;16(5):321–331.
  • Shepherd J. 'Interrupted interviews': listening to young people with autism in transition to college. Warwick Res J. 2015;2(2):249–262.
  • Fayette R, Bond C. A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood. Br J Special Educ. 2018;45(1):5–25.
  • Palikara O, Castro S, Gaona C, et al. Capturing the voices of children in EHC plans in England: are we there yet. Front Educ. 2018:3(24):1–9.
  • Lamb, B. Accountability, the local offer and SEND reform: a cultural revolution? In SEN Policy Research Forum (2015) how will accountability work in the new SEND legislative system? J Res Special Educ Needs. 2015;15(1):57–79.
  • Krippendorff K. Content analysis: an introduction to its methodology. Third Edition. Los Angeles: SAGE; 2013.
  • Palikara O, Castro S, Gaona C, et al. Professionals’ views on the new policy for special educational needs in England: ideology versus implementation. Eur J Special Needs Educ. 2018. DOI:10.1080/08856257.2018.1451310
  • Boesley L, Crane L. ‘Forget the health and care and just call them education plans’: SENCO s' perspectives on education, health and care plans. J Res Special Educ Needs. 2018. DOI:10.1111/1471-3802.12416
  • Robinson D, Moore N, Hooley T. Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England. Br J Guid Couns. 2018;46(4):479–491.
  • Norwich B. Conceptualising special educational needs using a biopsychosocial model in England: The prospects and challenges of using the International Classification of Functioning Framework. Front Educ. 2016;1(5):1–12.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.