Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Extended abstract:
Author:MALLETT Robina; POWER Margaret; HESLOP Pauline Title: All change: transition into adult life: a resource for young people with learning difficulties, family carers and professionals Publisher: Pavilion, 2003
Summary
This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available.
Context
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families.
Contents
An introduction describes new Government initiatives (Valuing people, The SEN Code of Practice, and the new Connexions service), explains how to use the guide, and lists useful resources. Part 1 consists of information for adults who are supporting a young person with learning difficulties during transition and has chapters on planning for transition, changing roles (from parent to carer, and being a young adult with learning difficulties); choices for the future (about further education, work, daytime activity and where to live); using adult services (social services; health services; technology, aids and equipment; getting around; and knowing where you stand: rights and entitlements); and living life to the full (making friends, sex matters: developing personal and intimate relationships, and having fun: leisure, sport and holidays). Useful resources are listed throughout. This part ends with a glossary and its own index. Part 2 is the young people's pages and is written in accessible language. It begins with notes on how to use the part and an introduction, and has chapters on transition, planning for the future, new choices to think about, and becoming an adult – what changes?
Subject terms:
learning disabilities, service transitions, young people, families;
This guide is intended to help teaching staff and carers to support young people with learning disabilities in making a good transition from school or college into the world of work. It discusses the challenges for young people with learning difficulties in getting a job. It suggests that year 9 and 10 students should do some coursework on understanding what it means to get a job and potential areas of work. It describes practical activities designed to help students to think of ideas, develop aspirations and make choices about what interests them, in order to develop a person-centred plan focusing on the type of job that appeals to them, what it might involve, and the help and support they may need to achieve their goal.
This guide is intended to help teaching staff and carers to support young people with learning disabilities in making a good transition from school or college into the world of work. It discusses the challenges for young people with learning difficulties in getting a job. It suggests that year 9 and 10 students should do some coursework on understanding what it means to get a job and potential areas of work. It describes practical activities designed to help students to think of ideas, develop aspirations and make choices about what interests them, in order to develop a person-centred plan focusing on the type of job that appeals to them, what it might involve, and the help and support they may need to achieve their goal.
Subject terms:
learning disabilities, students, teaching, service transitions, young people, employment;
This is the 8th 'Rapid Response' webinar from the National Mental Capacity Forum. COVID cases are now steadily falling and some sectors starting to open up. The vaccine rollout is well underway but the threat from new COVID variants still looms. This webinar is an occasion to pause and take stock of progress in using the MCA to face the challenges occasioned by the pandemic – the good, the bad and the ugly. Topics include: new arrangements for care home visitors; challenges associated with the transition from childhood to adulthood; overcoming barriers to understanding. This webinar was chaired by Baroness Ilora Finlay and hosted by the Autonomy Project at the University of Essex. Speakers at the webinar included HHJ Carolyn Hilder of the Court of Protection.
(Edited publisher abstract)
This is the 8th 'Rapid Response' webinar from the National Mental Capacity Forum. COVID cases are now steadily falling and some sectors starting to open up. The vaccine rollout is well underway but the threat from new COVID variants still looms. This webinar is an occasion to pause and take stock of progress in using the MCA to face the challenges occasioned by the pandemic – the good, the bad and the ugly. Topics include: new arrangements for care home visitors; challenges associated with the transition from childhood to adulthood; overcoming barriers to understanding. This webinar was chaired by Baroness Ilora Finlay and hosted by the Autonomy Project at the University of Essex. Speakers at the webinar included HHJ Carolyn Hilder of the Court of Protection.
(Edited publisher abstract)
Subject terms:
Covid-19, Mental Capacity Act 2005, mental capacity, care homes, learning disabilities, service transitions, Deprivation of Liberty Safeguards, infection control, human rights;