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How Person-Centred Planning Can Contribute to Organisational Change in a School

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Bibliographic Details
Title: How Person-Centred Planning Can Contribute to Organisational Change in a School
Language: English
Authors: Hughes, Cerian, Maclean, Georgina, Stringer, Phil
Source: Educational Psychology in Practice. 2019 35(2):229-238.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Students with Disabilities, Organizational Change, Special Needs Students, Program Effectiveness, Intervention, Educational Planning, Transitional Programs, Individualized Transition Plans
DOI: 10.1080/02667363.2018.1557599
ISSN: 0266-7363
Abstract: This article reflects on the experience of applying a person-centred approach to promote organisational change in an educational context. A detailed example is drawn from a Planning Alternative Tomorrows with Hope (PATH) process with a group of school staff. The article considers existing research into person-centred approaches and explores key factors that may help or hinder the effectiveness of these approaches. A number of implications for professional practice are discussed.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1215408
Database: ERIC
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Abstract:This article reflects on the experience of applying a person-centred approach to promote organisational change in an educational context. A detailed example is drawn from a Planning Alternative Tomorrows with Hope (PATH) process with a group of school staff. The article considers existing research into person-centred approaches and explores key factors that may help or hinder the effectiveness of these approaches. A number of implications for professional practice are discussed.
ISSN:0266-7363
DOI:10.1080/02667363.2018.1557599