Young people defined as having special education needs and disabilities (SEND) in England or additional learning needs (ALN) in Wales often have personalised documents such as ‘one-page profiles’ that provide headline personalised information for unfamiliar stakeholders. Typically, in specialist colleges they are used by staff in education settings and local authority officials supporting transitions in and out of colleges. When learners are unable to write or voice the content of their profiles, they are written on their behalf.
The content of one-page profiles varies depending on learners’ age and the context in which they are being used. Typically, they will include headline information on what is important to the individual, their positive attributes, communication needs or preferences, aspirations and support needs. This person-centred approach allows learners and/or those who know them well to communicate important information to less informed others. The profiles often include information essential to wellbeing such as triggers that may be a catalyst to anxiety-induced challenging behaviour or details on how a learner’s sensory and processing needs can be met so they are able to engage with learning. A defining feature is that such documents are written in the first person.
In a similar vein, it is not unusual for intended outcomes in Education, Health and Care Plans (EHCPs in England) or Individual Development Plans (IDPs in Wales) to be written in the first person. They are also encouraged to be Specific, Measurable, Achievable, Relevant, Time-bound (SMART) and will often include a healthy dose of education speak. For example, an education and training outcome could read “by the end of the year I will have developed my communication, social, literacy and numeracy skills to be able to visit a supermarket independently.” How much this is an accurate representation of a learner’s own voice is questionable.
Using the first person when we are not the owners of that ‘voice’ brings with it a weight of responsibility along with moral and ethical considerations grounded in authenticity. While learners perceived best interests are undoubtedly at the heart of the use of the first person in this way, we should carefully consider when a line has been crossed, and it isn’t okay.
Young people with learning difficulties and disabilities may access education, health and care services. As personalised documentation is often used to facilitate transitions to new environments, there is a risk that information written in the first person is more representative of staff or other stakeholders’ views than it is of the learner themselves. This can particularly be the case when information deemed as being in learners’ best interests is conveyed. Take for example, this statement from a one-page profile of a young man with autism and complex learning needs:
“it’s really important to me that I am allowed to watch Thomas the Tank Engine videos, but it is also important that I develop more age-appropriate interests”
and it is easy to see where at least one line on the authenticity of the learner voice may have been crossed.
Over the last year, three Natspec member colleges with an interest in developing their learner voice work have been working together exploring the authenticity of the learner voice in their settings. As a result of their discussions and evaluations they have made changes in their colleges to reflect more authentic learner voices. Changes focus on substantiating evidence and evaluating practice.
Substantiating evidence
For example:
- introducing declaration statements outlining how any personalised information is gathered and the extent to which learners have been involved
- validating assertions made at learners’ annual reviews where the first person is used, e.g. “I now enjoy doing my shopping” with evidence. This could be photos and/or testimonial statements from staff along the lines of “we believe Kirsten now enjoys doing her shopping as her behaviour has changed and she now smiles, makes eye contact and initiates interactions with shop assistants”
- ensuring processes are in place for live personalised documentation to readily accommodate changes and up to date information
- using assistive technologies including augmentative and alternative communication devices, videos, QR codes and anime story boards to engage learners in evaluating and evidencing their own progress.
Evaluating practice
For example:
- one of the colleges has worked closely with their local authority to stop using the first person in the writing of EHCP outcomes
- questioning if targets and goals written in education speak should be written in the first person
- questioning the extent to which learners understand what is being said in their voice
- limiting the use of the first person to only be used in learner friendly targets used by learners
- being mindful of not speaking for learners on the presumption it is ok because you know them well
- developing a cross-college understanding of the breadth of ways that the authentic learner voice can be captured in their college including the importance of understanding learners’ starting points, capturing in the moment demonstrations of learners’ views and preferences, and including front line learning support staff in evidence gathering
- ensuring choices given to learners are broad enough to allow learners to make choices that are right for them
- including reflective elements in learning sessions and making learner voice activities part of learners routines
- ensuring learner consultations capture the voices of all learners
Thanks to representatives from National Star, Beechwood and Chadsgrove colleges for their engagement in this work and willingness to share their journeys. This learner voice work will be one of the topics included in Natspec’s National Conference in June 2025.
Emerging questions for colleges to consider:
- How do you use the first person in college documentation and how do you know what is said is authentic?
- Do you have a shared understanding of what learner voice means in your college?
- How are you showing learners that they are being listened to and that their voices have been heard?
Natspec colleges can join the Learner Voice Network to share ideas and exchange practice. The network also plays an important role in supporting members of the Natspec Student Voice Parliament.