Understanding the views of children with profound and multiple learning difficulties for person-centred planning

IF 1.2 4区 医学 Q3 EDUCATION, SPECIAL
Kate E. Farmer, Phil Stringer
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引用次数: 1

Abstract

Background

All children have the right to express their views about matters affecting them and participate in decision-making for their future irrespective of their intellectual ability. This study explores the adult role in understanding the views of children with profound and multiple learning difficulties who are not using a formal communication system and require adults to speak on their behalf.

Methods

The study employs a qualitative multiple case study design involving three children with profound and multiple learning difficulties attending one special school. Social constructivist grounded theory approaches inform data gathering and analysis. Eight interviews are conducted with parents and professionals to explore how they understand the children's views and how this understanding informs person-centred planning, combined with observations of the children in school and observations of their person-centred planning meetings.

Findings

Adult participants consider the children in the study to have agency and ability to affect the world around them. They believe the children can express their likes, dislikes and what they want but they think the children would have difficulty communicating their views about their health, medical needs and disability. They describe a range of observable actions made by a child to which they give meaning when interpreting the child's views. The actions a person takes as a child's communication partner can enable the child to develop and communicate their views. A process of observation and comparison allows adults to explore different interpretations of a child's views. Perspectives offered by professionals from different fields enable a child's views to be understood in different ways.

Conclusions

Adults develop their understanding of the children's views over time in relational and social contexts. Different interpretations of a child's communication are considered when adults collaborate, leading to socially constructed understandings of a child's views. Adults infer the meaning of a child's views about what is important to them for the future from their understanding of the child's views in the present, which informs person-centred planning.

了解有深刻和多重学习困难的儿童对以人为本的计划的看法
所有儿童无论其智力水平如何,都有权就影响他们的事项发表意见,并参与有关他们未来的决策。本研究探讨了成人在理解有严重和多重学习困难的儿童的观点方面的作用,这些儿童没有使用正式的沟通系统,需要成年人代表他们说话。方法采用定性多案例研究设计,对三名就读于一所特殊学校的重度多重学习困难儿童进行研究。社会建构主义扎根理论方法为数据收集和分析提供信息。与家长和专业人士进行了八次访谈,以探讨他们如何理解儿童的观点,以及这种理解如何影响以人为本的规划,并结合对学校儿童的观察和对以人为本的规划会议的观察。研究结果:成年人认为研究中的儿童具有影响周围世界的能动性和能力。他们认为孩子们可以表达他们的好恶和他们想要什么,但他们认为孩子们很难表达他们对自己的健康、医疗需求和残疾的看法。它们描述了孩子做出的一系列可观察到的行为,在解释孩子的观点时,它们赋予了这些行为意义。一个人作为孩子的交流伙伴所采取的行动可以使孩子发展和交流他们的观点。观察和比较的过程可以让成年人探索孩子观点的不同解释。来自不同领域的专业人士提供的观点使孩子的观点能够以不同的方式被理解。成年人对儿童观点的理解是在人际关系和社会环境中逐渐形成的。当成年人合作时,会考虑对儿童交流的不同解释,从而导致对儿童观点的社会建构理解。成人通过对儿童当前观点的理解,推断儿童对未来重要的事情的看法的含义,这为以人为本的规划提供了信息。
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来源期刊
CiteScore
2.30
自引率
20.00%
发文量
74
期刊介绍: The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.
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