Can Self-Advocacy Skills Support Young People to Participate in Person-Centred Planning? an Example From Research Involving Young People With Dyslexia

Abstract

Changes to national legislation in England have resulted in a cultural shift towards ensuring children and young people with Special Educational Needs and Disabilities are held at the centre of assessment and planning. The promotion of person-centred approaches within the Code of Practice is a welcome addition to many within the educational community. However, little consideration has been given to how professionals can ensure children and young people are maximally involved within this process. This is of significant concern when considered in the context of research which shows children with additional needs often lack the necessary skills to participate meaningfully in the planning of their educational provision. This article draws upon research in which young people with dyslexia were interviewed about the planning for and outcomes of their transition to secondary school. The implications of this research indicated that self-advocacy skills can be an important element in enabling young people to more competently contribute to transition planning. A range of self-advocacy skills are considered in the context of enabling young people to participate in person-centred planning. Practical ideas are outlined which are aimed at professionals wanting to help young people to develop self-advocacy skills, which could empower them to take a more active role in contributing to planning their support and educational provision.