Question: How can I help support students with an EHC plan that are about to start an internship?

Answer passage (source: UK):
page_title: Guidance Supporting children and young people with SEND as schools and colleges prepare for wider opening
section_headers: Questions and answers
How does this guidance impact children and young people who have an EHC plan and a social worker?
section_content: There are a significant number of children and young people with an EHC plan
and a social worker.
Decisions about whether these children and young people should attend or
return to an educational setting should be made collaboratively on an
individual basis. Local authorities and educational settings should work with
parents or carers, the child or young person and social workers to undertake
or update a risk assessment to determine where the child or young person’s
needs and best interests can be best met.
*[EHC]: education, health and care plan

Reviewer feedback on this answer:
Has brief but relevant information about how to support students with EHC plans.
This offers some information about how best decisions can be made for kids with EHC plans and social workers.

Reviewer ratings:
Acceptable
Could be Improved

Answer passage (source: UK):
page_title: Guidance Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak - actions for educational providers and other partners
section_headers: Attendance of vulnerable children and young people
Attendance of children and young people who have an education, health and care (EHC) plan
section_content: This group includes children and young people with an EHC plan attending all
educational settings. For all children and young people with EHC plans, we are
asking local authorities to follow the guidance to conduct a risk
assessment - in consultation with educational
settings and parents/carers - to determine whether children and young people’s
needs can be met as safely or more safely in the educational environment. We
are asking local authorities and educational providers to keep risk
assessments under review, in case circumstances change and a different
decision is more appropriate.
For children and young people with an EHC plan in mainstream settings:

those in year groups specifically targeted for return should return to school, where medical advice suggests they are not clinically vulnerable to coronavirus, informed by their risk assessments, and are not shielding and protecting people defined on medical grounds as clinically extremely vulnerable
those in other year groups should continue to attend or not depending on their individual risk assessments

Schools, colleges and local authorities should ensure risk assessments are
kept up to date so that pupils and students can be brought back in, in any
year group, where circumstances change, for example if it is becoming
unsustainable for parents and carers to care for their child week-round.
This includes children and young people who are placed in special units and
resourced provision attached to a mainstream school, since they are recorded
on the roll of the mainstream school.
Schools, colleges and local authorities have latitude to use special
educational needs and disability (SEND) risk
assessments also for children and young people who
have SEND without an EHC plan, where they feel it would be beneficial, for
instance for children on SEN support who have complex needs. This means they
can use this as a mechanism to bring back pupils and students with SEND who
need it, in other year groups, even if they do not have an EHC plan.
For all children and young people with an EHC plan in special educational
settings, such as special schools, special post-16 institutions and hospital
schools, settings should encourage attendance based on the child’s risk
assessment and on the ability of the setting to provide for their needs, and
not using the child’s year group as a primary deciding factor, both because
all children and young people in these settings are considered vulnerable and
because year groups may not be indicative of key transition points. In line
with the guidance on implementing protective measures in education and
childcare settings
and the guidance for special schools, specialist colleges, local authorities
and any other
settings, special schools and special post-16
institutions should:

consult risk assessments conducted and where children and young people are attending their specialist setting, they should continue to do so
work with local authorities and families to continually review risk assessments and bring children and young people back to face to face education where circumstances change, for example where it is becoming unsustainable for a family to care for a child week-round
consider how to increase the numbers of children and young people accessing on-site education from the week commencing 1 June, including where appropriate by considering what the key transition points are, and ensure that as many children as can be safely catered for are able to attend their setting
consider a range of options to enable as many children as possible to benefit from attending their setting, such as creating part-time attendance rotas

Hospital schools should:

aim to provide educational services for as many pupils in these settings as is possible, in line with risk assessment and social distancing guidelines and where headteachers agree with medical practitioners that it is safe and feasible to do so
use their discretion in considering how to provide education services - taking into consideration issues of safety, capacity and so on - and how to prioritise pupils if this is required, including through a phased return approach
work closely with hospitals and NHS trusts so that children and young people in hospital schools are able to receive their education, including through access to classrooms where appropriate

[EHC]: education, health and care
  [SEND]: special educational needs and disability

Reviewer feedback on this answer:
Has detailed information about how schools should support people with EHC plans.
This gives detailed guidance about how to support EHC students, when they should return to school, and how to best assess their needs.

Reviewer ratings:
Excellent
Excellent

Answer passage (source: UK):
page_title: Guidance Maintaining education and skills training provision: further education providers
section_headers: Specific advice for learners with special educational needs and disabilities (SEND)
Supporting young people in general FE colleges
section_content: Young people up to the age of 25 with EHC plans in colleges and other
providers should, like their peers, go back to college and other providers if
they are in the target year groups, and where medical advice suggests they are
not clinically extremely
vulnerable to coronavirus.
For all young people with EHC plans , we would encourage colleges, other
providers and local authorities to assure themselves that risk assessments
remain current (see SEND Risk Assessment
Guidance ). Colleges and other providers should encourage any
learners to return to education settings, if the provider judges that this
would be beneficial, for example where it is no longer sustainable for a
student to be at home week-round.
We encourage colleges and other providers to pay particular attention to
learners with EHC plans who are about to make a transition to another setting
or to adult life, including those starting or finishing a supported
internship. These learners may need some form of face to face transition, even
if they are not attending their usual place of education.
We recognise that as some young people with SEND, whether they have an EHC
plan or not, will need careful preparation for their return (for example,
social stories to help with the transition, or routes round the college marked
in Braille or with other meaningful symbols to maintain social distancing).
The increase in attendance for those with EHC plans in target year groups may
be gradual and take place over a period of time.
[EHC]: education, health and care
  [SEND]: special educational needs and disabilities

Reviewer feedback on this answer:
Has general information about supporting people with EHC plans. Fully addresses question.
There are details about how to support EHC students with their transition back into learning environments.

Reviewer ratings:
Excellent
Excellent