EHC Plans: What teacher's need to know
Learn how EHC plans work, from assessment to implementation. Get the essential guidance teachers need to support SEND pupils effectively in your classroom.
What is an EHC plan?
An Education, Health, and Care (EHC) plan is a legally binding document designed to support children and young people with special educational, health, and social care needs. It outlines their specific requirements, the tailored support they will receive, and how this support will help them achieve their personal and educational goals. Developed collaboratively by parents, educators, therapists, and school administrators through a systems approach that often incorporates dialogic teaching, an EHC plan serves as a comprehensive roadmap for the child's development.
| Support Level | What It Involves | Who Decides | Legal Status |
|---|---|---|---|
| Quality First Teaching | Inclusive classroom practice, differentiation, scaffolding | Class teacher | Expected practice for all students |
| SEN Support | Additional interventions, tracking on SEN register, targeted strategies | School SENCo with parental involvement | School-level decision, Code of Practice guidance |
| EHC Needs Assessment | Formal assessment process, evidence gathering from multiple professionals | Local Authority (parents or school can request) | Statutory process under Children and Families Act 2014 |
| EHC Plan | Legally binding document specifying outcomes, provision, and funding | Local Authority (after assessment process) | Legal document, reviewed annually, enforceable |
| Annual Review | Formal review of EHC Plan, assess progress, amend if needed | School coordinates, LA makes final decisions on amendments | Statutory requirement |
Creating an effective EHC plan requires careful consideration of several factors: identifying the child's unique needs, determining the types of additional support or specialised therapies required, and ensuring appropriate accommodations for accessing the general curriculum. Teachers and school staff often play a pivotal role in early identification, offering cr ucial insights into a child's needs. By working together, families and professionals can create a plan that ensures the child's academic, social, and emotional success.
Key Takeaways
- An EHC plan identifies a child's or young person's specific needs and outlines tailored support across education, health, and care.
- Collaboration among parents, teachers, and professionals is essential for creating a comprehensive and effective plan.
- Early observation and intervention are critical, enabling schools to identify challenges and implement solutions to support student progress.
into the components of an EHC plan, the assessment process, and how EHC plans and SENwork together, alongside practical pedagogical approaches alongside teaching strategies for making the curriculum more accessible in ma instream school settings through approaches such as the spiral curriculumwhilst considering cultural capital.
Who needs an EHC plan?
EHC plans are for young people and children whose special academic needs require additional support than the children normally get in mainstream schools, specialist colleges or any other educational settings.
Although the EHC plan may include social care or health needs, a child may not fulfil eligibility criteria for the plan if he/ she only needs help with health and care needs such as feeding difficulties and not education.
A child or a young person can be issued an EHC plan from 0 to 25 years.
What is included in an EHC Plan?
EHC plans are formulated by the local authority after carrying out a formal assessment of EHC needs. Parents, a child's current educational setting or a person himself (if aged 16+), can request for an assessment to the local authority, which has the responsibility to conduct an assessment process for education health and care needs.
An EHC plan does not follow any national standard format. But, it needs to have some clearly defined sections, including:
- The main views, opinions and interests of parents and child;
- Special educational needs (SEN);
- Social care services associated with SEN;
- Health and care needs associated with SEN;
- Expected Outcomes, what are the benefits of extra help for the child?
- Special education support;
- Social care provision;
- Health support;
- Placement, name and type of education setting;
- Arrangements for Personal budget;
- Information and Advice, Details of information collected during the EHC needs assessment.
What is the duration of the EHC Plan?
The local authority carries out an annual review of the EHC plan. After reviewing the EHC plan, the local authority may decide to continue the same plan, end it or make changes in the plan.
For the majority of children, the EHC plan remains in place until they complete their education at the current school or education setting or until the local authority decides that a child does not need the plan to help in his educational provision anymore. If the person shifts to a new local authority, his EHC plan will be transferred as well.
How does the local authority perform an EHC needs assessment?
An EHC needs assessments are amongst the foremost steps to obtaining an EHC plan. It involves a legal process to fill an assessment form, performed by the local authority. It is different from the other assessments carried out by the teachers, GP or any other professional. The main purpose of an EHC needs assessment is to assess how much education health and careneeds can't be met by the support that is usually available at a nursery, mainstream school or college.
The Local Authority will collect information from:
- Parents/carers;
- The child;
- The school/nursery;
- Educational psychologist;
- Health professionals;
- Social care professionals.
Once the Local Authority has collected all of the information, they will decide whether the child or young person needs an EHC plan.
How do EHC plans and SEN support work together?
SEN (Special Educational Needs) support is the initial level of assistance provided to children with learning difficulties within their educational setting. If a child's needs cannot be met through SEN support alone, an EHC needs assessment may be necessary. The EHC plan then builds upon the SEN support already in place, providing a more detailed and legally binding framework for additional support and resources.
In essence, SEN support is often the first step, while an EHC plan is for children and young people with more complex and intensive needs that require a higher level of intervention and resourcing. The EHC plan ensures that these needs are met consistently and effectively across education, health, and social care settings.
Practical Teaching Strategies for Inclusion
Creating an inclusive classroom environment for students with EHC plans requires a multifaceted approach. Here are several strategies teachers can implement:
- Differentiated Instruction: Tailor your teaching methods and materials to meet the diverse learning needs of your students. Provide varied levels of support and challenge to ensure everyone can access the curriculum.
- Assistive Technology: Utilize tools such as text-to-speech software, speech-to-text software, and adapted keyboards to support students with specific learning difficulties.
- Visual Aids and Scaffolding: Employ visual aids, graphic organisers, and step-by-step instructions to break down complex tasks and improve comprehension.
- Collaborative Learning: Encourage peer support and collaborative activities to creates a sense of belonging and shared learning.
- Regular Communication: Maintain open communication with parents, SENCOs, and other professionals involved in the student's EHC plan to ensure a coordinated approach.
- Flexible Seating and Environment: Allow for flexible seating arrangements and create a sensory-friendly environment to accommodate students with sensory processing needs.
By integrating these strategies, teachers can create a supportive and inclusive learning environment where all students, including those with EHC plans, can thrive and reach their full potential.
Furthermore, approaches such as the spiral curriculum can reinforce learning by revisiting concepts at increasing levels of complexity, whilst actively considering how cultural capital might be cultivated in the student, thus enriching their learning experience and developing a sense of belonging and empowerment.
Conclusion
EHC plans are vital tools for supporting children and young people with special educational needs, ensuring they receive the tailored support necessary to achieve their full potential. Teachers play a crucial role in the successful implementation of these plans, from early identification of needs to the provision of inclusive classroom practices.
By understanding the components of an EHC plan, collaborating with families and professionals, and adopting effective teaching strategies, educators can make a significant difference in the lives of students with SEND. Creating an inclusive and supportive learning environment benefits not only those with EHC plans but all students, developing a culture of understanding, acceptance, and shared success.
Further Reading
- Croll, P., & Moses, D. (2000). Special educational needs in the primary school: Issues and trends. *British Educational Research Journal, 26*(5), 711-727.
- Farrell, P., Dyson, A., & Gallannaugh, F. (2004). Inclusive programming for high school students with intellectual disabilities. *Remedial and Special Education, 25*(3), 150-160.
- Florian, L. (2014). What counts as evidence of inclusive education?. *European Journal of Special Needs Education, 29*(3), 286-294.
- Norwich, B. (2013). Dilemmas of difference, inclusion and disability: International perspectives and future directions. *Routledge*.
- Terzi, L. (2005). Beyond the dilemma of difference: The capability approach to disability and special educational needs. *Journal of Philosophy of Education, 39*(3), 443-459.
