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;
Literature review and evaluation of the barriers to leisure opportunities for young people with learning disabilities. Also summary of legal and practice issues.
Literature review and evaluation of the barriers to leisure opportunities for young people with learning disabilities. Also summary of legal and practice issues.
Subject terms:
learning disabilities, leisure activities, young people, equal opportunities, evaluation;
Reports on a three year action research programme, jointly initiated by Skill: National Bureau for Students with Disabilities and the University of Cambridge, investigating the education provision available to people with severe learning disabilities after the age of 16.
Reports on a three year action research programme, jointly initiated by Skill: National Bureau for Students with Disabilities and the University of Cambridge, investigating the education provision available to people with severe learning disabilities after the age of 16.
Subject terms:
learning disabilities, quality of life, severe learning disabilities, surveys, young people, education;
Looks at services for young people with learning difficulties entering adulthood. Highlights lack of coordination between children and adult services as a continuing problem. Draws on the findings of research which surveyed young people with learning difficulties about the services they received.
Looks at services for young people with learning difficulties entering adulthood. Highlights lack of coordination between children and adult services as a continuing problem. Draws on the findings of research which surveyed young people with learning difficulties about the services they received.
Subject terms:
learning disabilities, planning, social services, social care provision, user participation, young people, adults;
NHS National Programme on Forensic Mental Health Research and Development
Publication year:
2003
Pagination:
52p.
Place of publication:
Liverpool
This essay reviews some of the ways that intervening in adolescence could prevent antisocial personality disorder in adulthood. It is argued that although a great deal more research remains to be done on the processes leading to personality disorder we know enough about these processes to implement some preventive measures during adolescence. It is suggested that there are not only policy measures that could help to protect from later personality disorder but also measures directed at recognizing and treating early cases. Policies that might reduce the risk of later antisocial behaviour include measures to reduce school exclusion, anti-bullying programmes and measures to promote preventive activities by mental health professionals. In terms of early treatment, the most effective preventive measure is likely to be better recognition and treatment of behavioural disorder, particularly conduct disorder. The paper concludes with a review of gaps in current knowledge.
This essay reviews some of the ways that intervening in adolescence could prevent antisocial personality disorder in adulthood. It is argued that although a great deal more research remains to be done on the processes leading to personality disorder we know enough about these processes to implement some preventive measures during adolescence. It is suggested that there are not only policy measures that could help to protect from later personality disorder but also measures directed at recognizing and treating early cases. Policies that might reduce the risk of later antisocial behaviour include measures to reduce school exclusion, anti-bullying programmes and measures to promote preventive activities by mental health professionals. In terms of early treatment, the most effective preventive measure is likely to be better recognition and treatment of behavioural disorder, particularly conduct disorder. The paper concludes with a review of gaps in current knowledge.
Subject terms:
learning disabilities, personality disorders, psychiatry, school exclusion, young people, adolescence, anti-social behaviour, bullying, early intervention;
Reports on a recent inquiry by the Foundation for People with Learning Disabilities into the mental health needs of young people with learning difficulties. Questionnaires were sent to a range of organisations and individuals, over 250 responses were received, 98 of which were from young people with learning difficulties. Eight focus groups were also held. Results found that young people with learning difficulties are at higher risk of developing mental health problems, especially at times of stress and change.
Reports on a recent inquiry by the Foundation for People with Learning Disabilities into the mental health needs of young people with learning difficulties. Questionnaires were sent to a range of organisations and individuals, over 250 responses were received, 98 of which were from young people with learning difficulties. Eight focus groups were also held. Results found that young people with learning difficulties are at higher risk of developing mental health problems, especially at times of stress and change.
Subject terms:
learning disabilities, mental health, mental health problems, stress, surveys, user views, wellbeing, young people, anxiety, depression;
Children and Youth Services Review, 25(11), December 2003, pp.863-890.
Publisher:
Elsevier
Using examples from a qualitative research project carried out a the Centre for Disability Studies at the University of Leeds in partnership with First Key (the UK National Leaving Care Advisory Service) involving young disabled people in an English local authority, this article argues that key issues such as family involvement, friendship, accommodation, education and employment, information, sexuality and parenting, health, independent living skills and transitional support all carry additional significance for young disabled people. Critically reviews new legislative arrangements for care leavers in England and Wales which came into force in 2001. Concludes with recommendations on support for young disabled people leaving care under the new arrangements.
Using examples from a qualitative research project carried out a the Centre for Disability Studies at the University of Leeds in partnership with First Key (the UK National Leaving Care Advisory Service) involving young disabled people in an English local authority, this article argues that key issues such as family involvement, friendship, accommodation, education and employment, information, sexuality and parenting, health, independent living skills and transitional support all carry additional significance for young disabled people. Critically reviews new legislative arrangements for care leavers in England and Wales which came into force in 2001. Concludes with recommendations on support for young disabled people leaving care under the new arrangements.
Subject terms:
law, learning disabilities, leaving care, looked after children, physical disabilities, social care provision, service transitions, visual impairment, young people;
Research shows that young people who experience mental health difficulties are subject to stigma and discrimination (56% and 51% respectively report discrimination from family and friends). Similarly these young people are at risk of experiencing severe isolation and exclusion from society throughout their adult lives, unless effective interventions can be made. In response to this trend and the impact that mental health difficulties can have upon a young person’s life and learning, in 2001 the Young Adult Learners Partnership (YALP) conducted a survey of over 200 providers in both the formal and informal learning sectors. Survey respondents included staff from further education colleges, community-based adult learning, and voluntary and statutory youth work provision. The purpose of the survey was to identify current policy and practice in learning provision for young adults aged 16-25 with mental health difficulties and to highlight examples of good work. The responses to the survey revealed a small number of examples of highly effective provision for this target group. However, the findings overwhelmingly indicated that despite awareness of increasing numbers of young adults with mental health difficulties, there was a lack of targeted provision for this group of learners and potential learners. One of the main factors that was identified by providers as preventing them from establishing effective learning, was lack of knowledge and information about the needs of young adults with mental health difficulties and how learning could help them.
Research shows that young people who experience mental health difficulties are subject to stigma and discrimination (56% and 51% respectively report discrimination from family and friends). Similarly these young people are at risk of experiencing severe isolation and exclusion from society throughout their adult lives, unless effective interventions can be made. In response to this trend and the impact that mental health difficulties can have upon a young person’s life and learning, in 2001 the Young Adult Learners Partnership (YALP) conducted a survey of over 200 providers in both the formal and informal learning sectors. Survey respondents included staff from further education colleges, community-based adult learning, and voluntary and statutory youth work provision. The purpose of the survey was to identify current policy and practice in learning provision for young adults aged 16-25 with mental health difficulties and to highlight examples of good work. The responses to the survey revealed a small number of examples of highly effective provision for this target group. However, the findings overwhelmingly indicated that despite awareness of increasing numbers of young adults with mental health difficulties, there was a lack of targeted provision for this group of learners and potential learners. One of the main factors that was identified by providers as preventing them from establishing effective learning, was lack of knowledge and information about the needs of young adults with mental health difficulties and how learning could help them.
Subject terms:
intervention, learning disabilities, school social work, teachers, teaching methods, voluntary organisations, young people, education, educational performance;
Briefly reports on a three year research project to investigate the under-representation of young south Asian people with learning difficulties in post-school education and training. The Aasha project, run by the charity Skill: National Bureau for Students with Disabilities, found that services are often not culturally sensitive to the needs of these young people. Highlights how services can better meet this group's needs.
Briefly reports on a three year research project to investigate the under-representation of young south Asian people with learning difficulties in post-school education and training. The Aasha project, run by the charity Skill: National Bureau for Students with Disabilities, found that services are often not culturally sensitive to the needs of these young people. Highlights how services can better meet this group's needs.
Subject terms:
learning disabilities, social care provision, South Asian people, training, young people, Asian people, black and minority ethnic people, communication, cultural identity, education;
British Journal of Learning Disabilities, 31(1), 2003, pp.54-59.
Publisher:
Wiley
The majority of school-leavers over 2 years from two special schools in Belfast were individually interviewed as were their parents. The almost unanimous wish of the young people to have a job was not matched by the parents, although nearly half of the parents did express the wish that they would have at least part-time work. The majority of young people and the parents envisaged living with the family albeit for different reasons. However, there was a strong emphasis on fostering the young person's independence and living with friends. Consequently, only a minority of families mentioned their son or daughter moving into traditional residential care settings. It is argued that it is not just the availability of services that need to increase in order to meet the aspirations of the young people and their parents; major changes are also needed in their form and function.
The majority of school-leavers over 2 years from two special schools in Belfast were individually interviewed as were their parents. The almost unanimous wish of the young people to have a job was not matched by the parents, although nearly half of the parents did express the wish that they would have at least part-time work. The majority of young people and the parents envisaged living with the family albeit for different reasons. However, there was a strong emphasis on fostering the young person's independence and living with friends. Consequently, only a minority of families mentioned their son or daughter moving into traditional residential care settings. It is argued that it is not just the availability of services that need to increase in order to meet the aspirations of the young people and their parents; major changes are also needed in their form and function.
Subject terms:
independence, learning disabilities, social care provision, special education, young people, families, employment, friendship;