Principles of promoting person centred approach for individuals with SEND
This element explores the fundamental principles of adopting a person-centred approach when supporting individuals with Special Educational Needs and Disabilities (SEND). It emphasises the importance of tailoring support to the unique needs, preferences, and aspirations of each individual, promoting their active participation and overall well-being. Learners will understand how to empower individuals, respect their choices, and foster inclusive environments that enhance quality of life.
Assessment criteria
Topic Overview
The TQUK Level 2 Certificate in Special Educational Needs and Disability (RQF) is a foundational qualification for those working or aspiring to work with children and young people with special educational needs and disabilities (SEND) in settings such as schools, nurseries, or care environments. This qualification covers key legislation, including the Children and Families Act 2014 and the SEND Code of Practice, which outline the legal duties to identify, assess, and support children with SEND. It also explores the principles of inclusive practice, person-centred approaches, and the importance of multi-agency working to ensure holistic support for each child.
Understanding SEND is crucial for anyone in health and social care because it directly impacts how you support children to achieve their full potential. The course emphasises the social model of disability, which focuses on removing barriers rather than 'fixing' the child, and introduces the four broad areas of need: communication and interaction, cognition and learning, social, emotional and mental health difficulties, and sensory and/or physical needs. By studying this qualification, you'll learn how to adapt your communication, plan inclusive activities, and work collaboratively with parents, carers, and other professionals to create supportive environments.
This qualification fits into the wider Health & Social Care curriculum by building on core principles of equality, diversity, and rights. It prepares you for roles such as teaching assistant, learning support assistant, or care worker, and provides a stepping stone to further study, such as the Level 3 Diploma in Specialist Support for Teaching and Learning. Mastery of this topic ensures you can confidently contribute to Education, Health and Care (EHC) plans and promote positive outcomes for children with SEND.
Key Concepts
Core ideas you must understand for this topic
- →The SEND Code of Practice (2015) – statutory guidance that sets out the duties of schools, early years providers, and local authorities to identify and support children with SEND, including the requirement to follow the 'assess, plan, do, review' cycle.
- →The four broad areas of need: Communication and Interaction (e.g., autism, speech delay), Cognition and Learning (e.g., dyslexia, global delay), Social, Emotional and Mental Health (e.g., anxiety, ADHD), and Sensory and/or Physical Needs (e.g., visual impairment, cerebral palsy).
- →Person-centred planning – a approach that places the child and their family at the heart of decision-making, ensuring their views, wishes, and feelings are respected when setting outcomes and reviewing progress.
- →Inclusive practice – adapting the environment, resources, and teaching methods to ensure all children can participate fully, regardless of their needs, in line with the Equality Act 2010.
Learning Objectives
What you need to know and understand
- Explain the core values and principles underpinning person-centred approaches for individuals with SEND.
- Describe methods to promote active participation and self-advocacy.
- Analyse the impact of person-centred support on an individual's physical, emotional, and social well-being.
- Evaluate strategies to overcome barriers to person-centred practice in health and social care settings.
- Apply person-centred planning tools to develop individualised support plans.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clearly defining person-centred approach with reference to key principles such as individuality, rights, choice, privacy, independence, dignity, respect, and partnership.
- Evidence demonstrates understanding of active participation as involving the individual in decisions about their care and support.
- Credit given for explaining how well-being encompasses physical health, mental health, emotional fulfillment, social connections, and a sense of purpose.
- Look for practical examples of how to encourage active participation, such as using communication aids or adapting activities.
- Assess ability to link theory to practice by referencing relevant legislation or frameworks (e.g., Care Act 2014, SEND Code of Practice).
Assessment Guidance
Guidance for achieving higher grades
- 💡Always link your answers to the principles of person-centred care: individuality, rights, choice, privacy, independence, dignity, respect, and partnership.
- 💡Use real-life scenarios or case studies to illustrate how active participation enhances well-being.
- 💡Refer to current legislation and guidance, such as the Care Act 2014 and the SEND Code of Practice, to strengthen your arguments.
- 💡When discussing well-being, address the holistic aspects—physical, emotional, social, and psychological—not just physical health.
- 💡When answering questions about legislation, always refer to specific documents like the SEND Code of Practice or the Equality Act 2010. Mentioning key principles such as 'the best interests of the child' or 'reasonable adjustments' will show depth of understanding.
- 💡Use real-world examples from your placement or experience to illustrate how you apply person-centred planning or the 'assess, plan, do, review' cycle. Examiners reward practical application of theory.
- 💡For questions on inclusive practice, avoid vague statements like 'treat everyone the same'. Instead, explain specific adaptations, such as using visual timetables for a child with autism or providing a quiet space for a child with sensory overload.
Common Mistakes
Common errors to avoid in your coursework
- Confusing person-centred care with simply being kind or friendly, rather than a structured approach empowering the individual.
- Assuming the individual lacks capacity to make decisions without proper assessment under the Mental Capacity Act.
- Neglecting the importance of communication adaptations, leading to the individual’s voice not being heard.
- Overlooking the need for multi-agency collaboration, resulting in disjointed support.
- Misconception: 'SEND only refers to children with severe physical disabilities.' Correction: SEND covers a wide range of needs, including mild learning difficulties, speech and language delays, and social or emotional challenges. Many children with SEND have 'hidden' disabilities that require support.
- Misconception: 'Inclusion means all children must be taught the same way.' Correction: Inclusion is about removing barriers and providing reasonable adjustments so that every child can access learning. This often means different approaches for different children, not a one-size-fits-all method.
- Misconception: 'Only a SENCO (Special Educational Needs Coordinator) is responsible for SEND support.' Correction: Every practitioner has a duty to support children with SEND. The SENCO coordinates provision, but all staff must implement strategies and work as part of a team.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD Principles of promoting person centred approach for individuals with SEND
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of child development (e.g., typical milestones for communication, social skills, and physical development) to better recognise when a child may have additional needs.
- •Familiarity with key principles of equality and diversity in health and social care, as these underpin inclusive practice and anti-discriminatory approaches.
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Key Terminology
Essential terms to know
- Person-centred planning
- Active participation and engagement
- Holistic well-being and dignity
- Choice, control and empowerment
- Communication and advocacy
- Partnership and collaborative working
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