Loading...
Structured Conversations and Person-Centred Planning
Citations
Altmetric:
Authors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research was conducted in a mainstream primary school with nursery provision, focusing on enhancing parental engagement in the support of children with Special Educational Needs and Disabilities (SEND). The study explored the use of Structured Conversations, underpinned by person-centred planning, to ensure that children's voices are central in the assess, plan, do, review process.
Aims: The primary aim of the research is to evaluate the efficacy of Structured Conversations in facilitating effective assessment and planning processes for children with SEND. The research seeks to understand how embedding children's perspectives can contribute to more meaningful and purposeful discussions during the assess, plan, do, review meetings.
Methods: The research was conducted in two action research cycles. In Cycle 1, the planning phase involved refining the research question based on the initial study and literature review, and obtaining ethical consent from participants for anonymous data publication. Similar steps were taken in Cycle 2, where further planning and implementation phases were executed following feedback and reflection on the initial cycle's findings.
Findings: Parents participating in Structured Conversations reported greater clarity, involvement, and satisfaction. They appreciated the child-centred, celebratory tone and felt more empowered to contribute. In contrast, traditional meetings were often perceived as one-sided and unclear in purpose. Including children in the meetings further motivated parental attendance and enriched the dialogue.
Implications: Other educators may find that adopting a person-centred approach in meetings can enhance parental engagement and input, thereby improving the overall decision-making process regarding children's support. The study highlights the benefit of structured methodologies when addressing SEND within educational settings, offering insights into the transformative potential of embedding children's voices in planning processes.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), partnership with parents/carers, Structured Conversations, person-centred planning, pupil voice