In England, eliciting the views, feelings and aspirations of young people with special education needs is central to the Special Education Reforms of 2015. However, there is little guidance on how to do this with young people who have intellectual and communication difficulties. In this research project, a questionnaire was developed and used as part of a structured interview, supported by Augmentative and Alternative Communication (AAC) with 22 young people with Moderate, Severe and Profound and Multiple Learning Disability (PMLD). The interview, which expolored the child's views about their lives at school and at home, was video recorded and clips were played to parents, teachers/and or Speech and Language Therapy (SALT) and NHS Psychology staff. It was hoped that this triangulated, evidence‐based approach to finding out their interpretations of what the child was communicating would provide a valid method. The results were analysed for efficacy and validity of the questionnaire and inter‐assessor reliability of ratings of the videos. Findings showed that by using both conventional and AAC methods, 11 out of the 22 young people were able to indicate responses to 75‐100% of the questions about their lives and preferences and 4 out of the 22 were able to answer 75‐100% of the section about hopes and aspirations for the future. We also found significant differences in ratings of 19 young people by school staff compared to family member and NHS researchers. This shows that it is essential to gather the different views of key people in the young person's environment. We have concluded that using video footage as a technique to elicit the voice of the child is to be recommended. One problem found with our questionnaire is that the young person's preferences are not equivalent to views and it would be essential to ask the young person about their experiences of the education they receive, which could then be fed back to their Education Health Care Plan (EHCP)/Annual review to give meaningful service‐user input. This would have to be done creatively and our questionnaire further adapted for those with more severe/PMLD. [ABSTRACT FROM AUTHOR]

中文翻译：

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在教育保健计划 (EHCP) 期间聆听有学习障碍的儿童和青少年的声音

在英格兰，2015 年特殊教育改革的核心是征求有特殊教育需求的年轻人的观点、感受和愿望。然而，对于如何与有智力和沟通困难的年轻人一起做这件事，几乎没有指导。在这个研究项目中，开发了一份问卷并将其用作结构化访谈的一部分，由增强和替代交流 (AAC) 支持，对 22 名中度、重度、深度和多重学习障碍 (PMLD) 的年轻人进行了支持。采访探讨了孩子对他们在学校和家庭生活的看法，并录制了视频，并向家长、教师/和/或言语和语言治疗 (SALT) 和 NHS 心理学工作人员播放了剪辑。希望这个三角化，找出他们对孩子交流内容的解释的循证方法将提供一种有效的方法。对调查结果的有效性和有效性以及视频评分的评估者间信度进行了分析。结果表明，通过使用传统方法和 AAC 方法，22 名年轻人中有 11 人能够回答关于他们生活和偏好的 75-100% 的问题，22 人中有 4 人能够回答 75-100%关于对未来的希望和愿望的部分。我们还发现，与家庭成员和 NHS 研究人员相比，学校工作人员对 19 名年轻人的评分存在显着差异。这表明在年轻人的环境中收集关键人物的不同观​​点是必不可少的。我们得出的结论是，建议使用视频片段作为引出儿童声音的技术。我们问卷中发现的一个问题是，年轻人的偏好并不等同于观点，因此有必要询问年轻人他们接受教育的经历，然后将这些经历反馈给他们的教育保健计划 (EHCP) )/年度审查以提供有意义的服务用户输入。这必须创造性地完成，我们的问卷进一步适应了更严重/PMLD 的人。[作者摘要] 然后可以反馈到他们的教育医疗保健计划 (EHCP)/年度审查中，以提供有意义的服务用户输入。这必须创造性地完成，我们的问卷进一步适应了更严重/PMLD 的人。[作者摘要] 然后可以反馈到他们的教育医疗保健计划 (EHCP)/年度审查中，以提供有意义的服务用户输入。这必须创造性地完成，我们的问卷进一步适应了更严重/PMLD 的人。[作者摘要]