An evaluation of power relationships in assessment processes for disabled children.

(Miss Sally Kyle, Senior Physiotherapist, Wheelchair Service, Whipps Cross University NHS Trust) 

Current policy highlights the need for a power-sharing child-centred approach to assessment processes for disabled children (Department of Health / Department for Education and Skills 2004). Effective communication between children, their families and professionals (who currently act as gatekeepers to services) is central to realising this approach in practice (Audit Commission 2003, Department for Education and Skills 2005).

Literature suggests that communication practices (both verbal and non-verbal) that support this approach are inconsistent, poorly developed and in some cases non-existent in assessment processes in wheelchair and special seating services in the UK (Sharma & Morrison 2006).

This study will therefore aim to undertake a critical discourse analysis (CDA) of communication practices, and evaluate the effect of these practices on power relationships, in the assessment process for a wheelchair and adaptive seating system for disabled children in two UK services.

The study findings may then contribute to improving the assessment process and increase awareness of communication practices that facilitate a power-sharing child-centred approach in practice.

The study sample will be small to allow in-depth analysis. A purposive sample will be drawn from two UK services (one a regional service and one a local service). Assessment sessions will be video and audio recorded by a media team from the University of Brighton. The process of gaining ethical approval for the study will be started in June 2007. Ths study is being undertaken as part of a professional doctorate.