as an Inclusive Intervention to Address Barriers to Learning and Social Participation
Introduction
Inclusive practice is a cornerstone of contemporary education and care policy in the United Kingdom, underpinned by statutory frameworks such as the SEND Code of Practice (Department for Education & Department of Health, 2015) and the Care Act (2014), which mandate equitable access to learning and social participation. However, genuine inclusion extends beyond compliance, requiring the dismantling of structural inequalities and the development of relationally responsive practices that empower marginalised individuals (Qureshi et al., 2025; Armstrong & Spandagou, 2009).
Within my organisation, Person-Centred Planning (PCP) (Young et al., 2025) was implemented as a transformative approach to address learning barriers, support individuals with learning disabilities, and foster meaningful participation. The efficacy of PCP can be understood through multiple theoretical perspectives. The Social Model of Disability (Oliver, 1990) highlights structural barriers, while Bronfenbrenner’s (1979) Ecological Systems Theory and Vygotsky’s (1978) Sociocultural Theory illuminate the relational and contextual dimensions of learning. Bourdieu’s (1986) concepts of social and cultural capital further explain the reproduction of inequities, and Edwards’ (2005) notion of relational agency emphasises collaborative enactment. Inclusive leadership frameworks (Zhang & Zhao, 2024) situate PCP within systemic approaches that support equity.
Empirical studies (Boyle & Topping, 2012; Jordan, Glenn & McGhie-Richmond, 2010; Forlin et al., 2015), alongside two West Midlands case studies, demonstrate PCP’s potential as a justice-oriented, systemically embedded approach. Situated within a social constructivist paradigm, this evaluation recognises that inclusion is co-constructed through dialogue, reflection, and practice, with policy frameworks shaping but not determining the enactment of inclusive practices.