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Person-Centred Planning: A focus on physical impairment (Talking Mats)
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This case study, conducted in a primary school setting, focuses on the use of a Pupil Voice tool, specifically Talking Mats, aimed at enhancing the participation and communication of children with physical disabilities during person-centred reviews related to their immediate and lifelong activities. Ethical considerations were prioritised throughout the research process, with measures taken to ensure anonymous publication of participant data.
Aims: The primary aim of the research is to investigate how Pupil Voice tools can facilitate improved communication and self-expression among children with physical impairments. The study emphasises the importance of person-centred planning in educational reviews, with a particular focus on the lives and needs of students with disabilities.
Methods: The action research was structured in cycles, beginning with an initial phase where literature reviews informed the development and refinement of the research question. Subsequent steps involved planning and implementing the use of Talking Mats in individual reviews, collecting data, and analysing the conversations that emerged. Ethical consent for participation and data use was obtained from all participants involved.
Findings: The research results indicate that the use of Talking Mats significantly enhances the ability of children with physical disabilities to articulate their thoughts and preferences during person-centred reviews. The findings suggest that this tool allows for deeper engagement and a more accurate representation of the children's perspectives regarding their activities and future aspirations.
Implications: The findings of this study may offer insights for educators and school staff working with children with special educational needs and disabilities. The use of Pupil Voice tools like Talking Mats could promote a more inclusive educational environment, allowing for better communication and understanding of students' needs. Other educators may consider adopting similar strategies to foster an inclusive approach in their practice, potentially leading to enhanced student empowerment and participation in their educational journeys.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), person-centred planning, communication with symbols, Talking Mats