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‘Stroppy’ or ‘confident’? Do carers and professionals view the impact of transition support on young people differently?
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.154-160.
- Publisher:
- Wiley
Transition from school for young people with intellectual disabilities remains a time fraught with disruption and stress for young people and carers despite the emphasis on their greater involvement with the transition support services. The study examined the effects of transition support to 2 cohorts of young people who were in their last year in school or college in 2005/2006 and 2006/2007. The young people received additional support around employment choices beyond the normal transition planning. This paper reports the views of carers, teachers and support workers of the impact this additional support made to the young people. Semi-structured interviews were held with 59 young people, 58 carers and 59 interviews with teachers and support workers. Analysis of the data reveals a difference between the views of carers and those of professionals. The paper argues that these differences may reflect different understandings of the purpose of transition support which may make it difficult to achieve a smooth transition for all stakeholders. Professionals look for the development of skill sets that can help the young person to cope with novel environments in post-education placements, whereas carers experience transitions as challenges to family relationships. The findings have implications on how to structure and deliver transition support.