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What works?: transition to employment for young people with learning disabilities
- Authors:
- BEYER Stephen, et al
- Publisher:
- Shaw Trust
- Publication year:
- 2008
- Pagination:
- 34p.
- Place of publication:
- Chippenham
Previous research has suggested the system of transition from school does not provide adequate support for young people with learning disabilities, particularly in relation to employment. This study set out to look at 6 different local authority areas providing different approaches to supporting young people with learning disabilities to make decisions about employment through external employment organisations (EOs). In all, 16 special schools, 1 mainstream school, and 5 colleges were included in the study. A total of 145 young people and their carers were interviewed about their experiences of transition and employment, including information on the vocational input the young people had in their last year from their special school, college or EO. The young people were followed-up 6 months after they had left to see how many had gone into employment. The findings revealed that young people received different types of vocational input from school, college and their EO. EOs mostly provided work experience, schools provided more qualifications based courses, and colleges more practical skills courses. Six months after leaving, 60% had gone onto college and only 16% to a job. The report concludes that there continues to be barriers for young people with learning disabilities who want to pursue paid employment on leaving school or college. The implications for local transition policy and practice are discussed.
Access and inclusion for children with autistic spectrum disorders: let me in
- Authors:
- HESMONDHALGH Matthew, BREAKEY Christine
- Publisher:
- Jessica Kingsley
- Publication year:
- 2001
- Pagination:
- 239p.,bibliog.
- Place of publication:
- London
Based on pioneering work at their school in Sheffield, the authors of this book explore issues of access and inclusion in employment and education for children and young people with Autistic Spectrum Disorders (ASD). They describe the challenges faced in establishing and running an integrated class (The Resource) for children with ASD within a mainstream secondary school. The twenty four pupils involved participate in the regular school curriculum, but also learn a wide range of additional life skills. These include road safety, work place skills and using public transport, as well as expressing feelings, making choices, and learning from experience. The Resource also runs a work placement scheme and has established a partnership with a further education college to enable pupils to gain further support after they leave school.