Increased assessment procedures
Disabled children are more likely to be subject to assessment, planning and review processes than other children (Marchant and Jones, 1999). Existing processes for assessment, planning and review are generally not designed to include disabled children and young people. Professionals often struggle to find ways to involve disabled children and young people (Marchant and Jones, 2003). Many local authorities fail to meet their duties with regard to enabling the wishes and feelings of young people with communication impairments and complex needs to be heard and considered (Stuart and Baines, 2004).
The Children's Society's research on London Disabled Children's Services (2007) suggests that some children service's teams are successfully involving disabled young people but this tends to happen on an ad hoc basis and is not common practice. The sometimes complex needs of disabled young people, particularly communication needs, coupled with the time-pressured environment which is experienced by many professionals, can lead to difficulties in establishing an effective relationship where young people are able to understand professionals' requests, and professionals can understand the wishes and needs of the young people.