In England, Education, Health and Care (EHC ) plans are used to identify children's educational, health and social needs, and describe the additional support required to meet those needs. Replacing statements of special educational needs (SEN ), the intent was to improve the process of accessing SEN provision through the greater participation of families in decision‐making processes, and increased collaboration between education, health and care sectors. Special educational needs co‐ordinators (SENCO s) play a pivotal role in the implementation of education reforms, and are often responsible for the application of EHC plans. As such, gaining insight into their experiences of initiating applications and transferring statements of SEN into EHC plans can help identify whether these documents are meeting their objectives as person‐led, wraparound care plans. This qualitative study used semi‐structured interviews to explore 16 SENCO s’ perspectives on the effectiveness of the process of applying for and transferring EHC plans. Thematic analysis of responses elicited three key themes: the perceived role of the SENCO in the EHC plan process; procedural challenges and changes – an evolving process; and difficulties in accessing an EHC plan for children with social, emotional and mental health needs.

中文翻译：

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“忘记健康和护理，只管称之为教育计划”：SENCOs 对教育、健康和护理计划的看法

在英格兰，教育、健康和护理 (EHC) 计划用于确定儿童的教育、健康和社会需求，并描述满足这些需求所需的额外支持。取代特殊教育需求 (SEN) 声明，其目的是通过让家庭更多地参与决策过程以及加强教育、卫生和保健部门之间的合作来改进获得 SEN 的过程。特殊教育需求协调员 (SENCO) 在教育改革的实施中发挥着关键作用，通常负责 EHC 计划的应用。因此，深入了解他们发起申请和将 SEN 声明转移到 EHC 计划的经验可以帮助确定这些文件是否符合他们作为个人主导的目标，环绕式护理计划。这项定性研究使用半结构化访谈来探讨 16 位 SENCO 对申请和转移 EHC 计划过程有效性的看法。对答复的专题分析引出了三个关键主题：SENCO 在 EHC 计划过程中的感知作用；程序上的挑战和变化——一个不断发展的过程；以及难以为有社交、情感和心理健康需求的儿童获得 EHC 计划。