The practice of person-centred planning within transition person-centred reviews for young people with SEND at post-16 transition: Gains, barriers and challenges

Abstract

Many professionals and families have expressed enthusiasm about annual reviews that implement a person-centred philosophy. Person-centred planning (PCP) has been perceived to facilitate a transition process, as well as supporting the key features of pupil involvement and family participation.This paper focuses on the way in which person-centred reviews (PCRs) support transition planning for young people with special educational needs (SEN) at post-16 transition. It looks at the literature to identify the main advantages, barriers and challenges of implementing PCRs. A multiple case-study design explores the process and features of PCRs for six pupils who attended post-16 provision within a special school in the North West of England. Thematic analysis of non-participant observation of PCRs, post-PCR questionnaires to professionals and interviews with the parents identified strengths, difficulties and limitations related to the implementation of PCRs.Evaluating the efficacy of PCP and PCRs has become important, but there is limited research that focuses on this. The study sought to determine key positive and challenging aspects of PCRs within a focus on transition from special school. The PCR served the main purpose of enhancing the involvement of external services that were perceived to be required to determine post-secondary destinations. The findings suggest that the school’s focus on the structural process of the PCRs and their delivery may supersede the wider notion of transition planning. The background and the skills of the PCR facilitator emerged as an important factor. The extent to which the PCR aids the formulation of transition goals and the achievement of a transition plan is discussed. Implications for educational psychology practice and the concept of transition-focused education are considered.