ABSTRACT

In England, young people past compulsory school age (the end of the academic year in which they turned 16) were given new rights under the Children and Families Act, 2014. This article focuses on their rights in relation to education, health and care (EHC) plans, particularly the right to request an assessment of their special educational needs (SEN) and to challenge decisions relating to their EHC plan by making an appeal to the First-tier Tribunal (Special Educational Needs and Disability). We analyse these rights in light of Bronfenbrenner’s bioecological model, recognising their role in influencing young people’s development. Using data from a national study of disagreement resolution routes for SEN disputes, we present triangulated qualitative analysis of interviews with parents, young people, mediators, independent parent support workers, and Tribunal panel representatives, plus focus groups of local authority representatives. Results evidence an appetite among young people with SEN to use these rights, motivated by desire for appropriate educational opportunities. We highlight positive and negative experiences of mediation and of appeal preparation and Tribunal hearings, identify challenges and dilemmas raised for parents and professionals, and include facilitative practices showing how rights of children and young people could become embedded in everyday practices, reducing the need for appeals.

摘要

在英格兰，2014年《儿童与家庭法》赋予了超过义务教育年龄的年轻人（他们满16岁的学年结束）新的权利。本文着重于他们在教育，保健和照料方面的权利（ EHC）计划，特别是要求对第一级法庭（特殊教育需求和残疾）提出上诉的要求，要求对其特殊教育需求（SEN）进行评估，并质疑有关其EHC计划的决定的权利。我们根据布朗芬布伦纳（Bronfenbrenner）的生物生态模型分析了这些权利，并认识到它们在影响年轻人的发展中的作用。利用全国性的解决SEN纠纷解决途径的研究数据，我们对与父母，年轻人，调解员，独立的父母支持工作者，法庭小组代表，以及地方当局代表焦点小组。结果表明，在有特殊教育需要的年轻人中，由于渴望获得适当的教育机会，他们有兴趣使用这些权利。我们着重介绍调解，上诉准备和法庭听证会的正面和负面经验，找出对父母和专业人员提出的挑战和困境，并包括促进做法，显示儿童和年轻人的权利如何融入日常实践中，从而减少上诉的必要性。