We recommend you complete Section A in a way that ensures that your child’s feelings, wishes and aspirations are heard throughout this part of the EHCP.
You may wish to complete this section:
With a partner or friend
With your extended family
With the support of a known professional
At an EHCP meeting with the professionals who are supporting your child
How this section is completed will depend largely on the age of your child and their special educational needs. In many cases, it will be you, the parents/carers, who complete it on behalf of your child. Even so, this section should be written in the voice of your child.
This part covers areas such as your child’s likes and dislikes, their strengths, and their difficulties and areas of need.
For younger children and those with additional/complex special educational needs, specifically impaired communication skills, your insight is crucial. You’re the one who knows your child and only you are likely to know how to interpret some of their behaviours and what they’re trying to communicate.
Julie lives in ******* and has four older sisters. Julie shares her time between her mum and dad. She’s also close to her grandmother. Julie is a little girl with a large smile, inquisitive nature and happy demeanour. She has a very supportive family around her and is much loved by them.
Julie was born with Retinopathy of Prematurity and at 12 weeks old she was registered as severely sight impaired (blind). Retinopathy of Prematurity is a condition that occurs in babies born very prematurely where abnormal blood vessels develop at the back of the eye. This is a significant visual impairment which can result in reduced visual acuity (clarity of vision). Julie has extremely limited central vision and she has limited peripheral vision. Julie’s vision is under continuous review by Mr ******, a Consultant Ophthalmologist at ******* Hospital to monitor her vision condition.
However, Julie has developed well and has met normal childhood milestones except for vision and independence skills. She has a lovely sense of humour and knows how to make people laugh. Julie has an excellent relationship with adults and will seek them out and call them by name. She is developing awareness of other children and early friendships through cooperative play.
Julie is very imaginative and creative, especially in role play. Julie enjoys one-to-one activities and will persevere to acquire new skills when supported. She enjoys all musical activities and dancing.
Julie needs extra time and support in her daily life, and she often has to rely on an adult to help her.
Julie does not like certain foods which have different textures. Julie goes to the toilet unprompted, but she needs adult supervision to be supported and prompted to clean herself appropriately. Julie is not dry overnight, and she has a disturbed sleep pattern, waking regularly when wet.
Julie finds certain things difficult because of her vision impairment so needs people to tell her what is happening around her and she needs different things to help her learn, such as enlarged or tactile objects.
Julie’s aspirations, for example education, play, health, friendships, sixth form, further education, independent living, university and employment
Julie says she would like to get better at sitting for longer periods. Julie would like to learn Braille.
When she is older, Julie would like to go out and have fun like her sisters.
Julie's parents' aspirations for her, for example education, play, health, friendships, sixth form, further education, independent living, university and employment
Julie's parents want her to be fully included in a mainstream school with appropriate support to facilitate inclusion. Also, for her to be independent and make her own choices in education and future occupation.
Her parents very much hope that Julie will be able to learn Braille as quickly as possible. Medical professionals have told them that Julie will find access to print very difficult indeed and impractical on the larger scale (font 48 point). Julie will not be able to access the curriculum through print. Julie is now learning pre-Braille skills.
Her parents feel that Julie is a very bright girl. They want Julie to achieve her full potential and not be limited by her vision impairment. They feel that there should be no reason why Julie should not do well at primary school, secondary school and even at college/university.
Mum thinks that Julie would also like to have a job working with people.
Julie communicates by...
Julie is very articulate and good at communicating but is unaware of what is going on around her, so must have a social commentary and support for interactive play. She is unable to interpret facial expressions and gestures, so must have help to understand expectations.
How have Julie and her family been involved in the development of this plan?
This section has been written by Julie’s family with support from various professionals.