A consensus is emerging on the need to use person-centred planning (PCP) as an approach to the identification of educational learning needs and goals for pupils with special needs, including those on the autism spectrum. The aim of this study was to analyse the interactions of participants in one PCP meeting, specifically the nature of participation of the focus pupil with autism and the way in which this was supported by staff members and parents. Conversation analysis was used to investigate interactional turns and the way in which social actions in the meeting unfolded. Findings are that, despite encouragement and prompting by adult participants, the contribution of the pupil with autism was minimal throughout, except for the mention of one potentially painful issue. The suitability of PCP meetings as a forum for the exploration of difficult issues is discussed and the issue of prior preparation for meetings by child and adult participants is raised with reference to the management of autism as a transactional disability.

中文翻译：

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在以人为中心的规划会议中聆听自闭症学生的挑战

关于需要使用以人为本的计划 (PCP) 作为确定有特殊需要的学生（包括自闭症谱系学生）的教育学习需求和目标的方法，正在形成共识。本研究的目的是分析一次 PCP 会议中参与者的互动，特别是患有自闭症的焦点学生参与的性质以及工作人员和家长对此提供支持的方式。谈话分析被用来调查互动的转变和会议中社会行动的展开方式。调查结果是，尽管有成年参与者的鼓励和提示，自闭症学生的贡献自始至终都是微乎其微的，除了提到一个潜在的痛苦问题。