Challenges of listening to an autistic pupil in a person‐centred planning meeting

Abstract

A consensus is emerging on the need to use person‐centred planning (PCP) as an approach to the identification of educational learning needs and goals for pupils with special needs, including those on the autism spectrum. The aim of this study was to analyse the interactions of participants in one PCP meeting, specifically the nature of participation of the focus pupil with autism and the way in which this was supported by staff members and parents. Conversation analysis was used to investigate interactional turns and the way in which social actions in the meeting unfolded. Findings are that, despite encouragement and prompting by adult participants, the contribution of the pupil with autism was minimal throughout, except for the mention of one potentially painful issue. The suitability of PCP meetings as a forum for the exploration of difficult issues is discussed and the issue of prior preparation for meetings by child and adult participants is raised with reference to the management of autism as a transactional disability.