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Tracking post-school destinations of young people with mild intellectual disabilities: the problem of attrition
- Authors:
- CATON Sue, KAGAN Carolyn
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(2), June 2006, pp.143-152.
- Publisher:
- Wiley
This research was carried out as an assessment of the transition towards adult life for school leavers with mild intellectual disabilities. Ninety young people who were enrolled at three schools for people with mild intellectual disabilities were followed up for the first 12–18 months after they left school to assess how they experienced this transition. Young people were interviewed using semi-structured interviews before they left school regarding their aspirations for school leaving. They were then followed up and those who were traced were interviewed a second time regarding how they had experienced the previous year. There were a number of difficulties encountered in following up the school leavers. Most importantly, there were a high number of participants who were unable to be traced for the study, by the schools, the careers office, or other service providers. The attrition started early in the transition process and was largely overlooked by the schools and careers service, presenting a challenge for successful transition experiences. The implications of the high level of attrition are discussed. In addition, the impact of a number of new initiatives are discussed.
A day in the life ...a worm's eye view of doing research in a school with young people with learning difficulties
- Author:
- FLITTON Beverley
- Journal article citation:
- Counselling and Psychotherapy Research, 5(2), June 2005, pp.138-139.
- Publisher:
- Wiley
Decommissioning normal: COVID-19 as a disruptor of school norms for young people with learning disabilities
- Authors:
- BEATON Mhairi C., CODINA Geraldene N., WHARTON Julie C.
- Journal article citation:
- British Journal of Learning Disabilities, 49(4), 2021, pp.393-402.
- Publisher:
- Wiley
Background: To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. Methods: Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID-19 pandemic, semi-structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. Findings: The critical tenet of this paper is that the Erfahrung of COVID-19 has created the conditions for a “new normal” which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. Conclusion: Whilst the impact of COVID-19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the social inclusion of children with learning disabilities. (Edited publisher abstract)
Trends in the provision of residential educational placements available for young people with learning disabilities/autism in England
- Authors:
- TOMLINSON Serena Rose Louisa, et al
- Journal article citation:
- Tizard Learning Disability Review, 22(4), 2017, pp.222-229.
- Publisher:
- Emerald
Purpose: Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities (IDD) in England. Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues. Design/methodology/approach: As part of a larger project, data were collected for all residential schools and colleges in England. Data relate to settings offering residential provision for at least 4 nights per week for 30 weeks per year, either at the school/college itself, or in an associated residential home. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded. Data were collected from a range of sources, including school/college websites, Ofsted and Department for Education resources, and liaison directly with the setting. Findings: In total, 342 residential educational settings were identified with 57 of these offering post-16 provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements (e.g. LA maintained, privately owned, and charitable organisation), and Ofsted educational ratings. Originality/value: These data provide a national overview of residential educational settings for young people with IDD. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas. (Publisher abstract)
The “learning disabilities to juvenile detention” pipeline: a case study
- Author:
- MALLETT Christopher A.
- Journal article citation:
- Children and Schools, 36(3), 2014, pp.147-154.
- Publisher:
- Oxford University Press
Adolescents becoming formally involved with a juvenile court because of school-related behaviour and discipline problems is a phenomenon known as the school-to-prison pipeline. Adolescents with learning disabilities are disproportionately represented within this pipeline. A study was conducted to review the outcomes for a population of youthful offenders (n = 433) in two juvenile courts in the Midwest, and it was found that youthful offenders with learning disabilities, when compared with nondisabled youthful offenders, were more likely to be suspended from school, were adjudicated delinquent at younger ages, and were more frequently held in detention centres. These outcomes are all risk factors for ongoing delinquent behaviours and, for some, eventual adult criminal court involvement. It is recommended that the juvenile courts continue to shift toward a rehabilitative paradigm in working with this more vulnerable offender population, including increased use of social workers. (Edited publisher abstract)
Can transition meetings in school be done in a person-centred way?
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- Learning Disability Today, October 2011, pp.28-30.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Transition from children’s to adults social services can be a time of upheaval for young people with learning disabilities. This article considers the quality of transition reviews and whether they can be done in a person-centred way. The study worked with a school in the northwest of England to examine the way in which they carry out transition review meetings, whether they meet the criteria of person-centred planning and, if so, how this ensures that everybody who should be involved in transition planning is effectively participating in the meeting. Records of transition meetings and transition plans for 43 pupils about to leave school were analysed. In addition, half of the families were contacted to find out their feelings about the meeting and the planning process. The findings indicated that the young people, their families, school and Connexions staff were consistently present at the meetings; however, social workers and staff from voluntary employment agencies only attended a minority of meetings. Only 44% of the meeting records and transition plans were ‘somewhat accessible’, while almost a third used highly technical language, effectively preventing the young person from understanding their own transition plans. The biggest problem was that many of the meetings did not discuss the whole range of needs of the young person or long-term planning. In particular, only 25% of transition plans outlined clear and actionable employment goals.
Centre of the world
- Author:
- VALIOS Natalie
- Journal article citation:
- Learning Disability Today, 10(10), December 2010, pp.20-22.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes the use of person-centred reviews as part of the transition process for children and young people with learning disabilities. Person-centred reviews are designed to replace other review processes. They meet all statutory requirements but aim to be a more comfortable and engaging process for the young person, their families, and supporters. As well as having professionals attending for statutory requirements, the young person can invite who they want, such as friends and family. The review is held in an environment which uses colour, hospitality and music in order to make the young person feel as comfortable as possible. The article describes a pilot project in the Friars School and Sports College in Northamptonshire to develop person-centred reviews. The pilot group consisted of 8 pupils in year 11 aged 15 and 16, 2 sixth formers at a crucial transitional time in their lives, and 1 visually impaired and physically disabled child in year 10. This pilot has had positive feedback from teachers, parents, grandparents, and pupils.
What about us?: promoting emotional well-being and inclusion by working with young people with learning difficulties in schools and colleges
- Authors:
- BYERS Richard, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2008
- Pagination:
- 88p.
- Place of publication:
- London
As more young people with learning difficulties and disabilities are included in mainstream schools and colleges, there is evidence that some of them experience isolation, marginalisation and bullying. Young people with learning difficulties are also six times more likely to experience mental health problems than their non-disabled peers. 'What about us?' was an action research project promoting the emotional well-being of young people with learning difficulties in inclusive secondary schools and colleges. The young people who participated in the project are concerned about their experiences across the whole of the school or college and wanted designated 'safe places', sources of support or supervised activities, especially in the stressful times between lessons. Participants also said that a great deal of information in schools and colleges is inaccessible to them and that it is hard to make their views heard. Some of the mainstream schools and colleges visited did not take up opportunities to use the forms of communication most available to young people with learning difficulties (such as signs, symbols and visual images), therefore excluding them from a great deal of information that they needed to share More positively, the project showed that these young people can make powerful contributions to school and college improvement.
What kind of a future?: supporting young people with Down's syndrome to lead full lives after they leave school
- Author:
- MORGAN Hazel
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2007
- Pagination:
- 42p.
- Place of publication:
- London
This booklet was produced by the Foundation for People with Learning Difficulties. It is for young people and their families, friends and supporters to read and talk about together. The booklet tells the stories of young people with Down's syndrome and how they come to lead full lives after they leave school. It is written in plain English and there is an easy read summary. At the end of each section there are ideas for young people and information about some easy read websites and booklets. There is a final section on useful addresses and information for families.
Help to move on: transition pathways for young people with learning difficulties in residential schools and colleges
- Authors:
- HESLOP Pauline, et al
- Publisher:
- University of Bristol. Norah Fry Research Centre
- Publication year:
- 2007
- Pagination:
- 91p., bibliog.
- Place of publication:
- Bristol
The study by the Norah Fry Research Centre at the University of Bristol and HFT (The Home Farm Trust) found that the move from school or college is a stressful time for families and young people with learning disabilities. Despite government guidance on transition planning for this group of young people, the distance away from home often gets in the way of careful and timely planning for the next move. For the 15 young people who took part in the research, there appeared to be a lack of meaningful choice about what to do next other than remaining in residential education or training. Paid work did not feature as a strong possibility for the future. The study found that families and young people wanted more help and support to steer themselves through this tricky stage in their lives. Better information, more forward planning and sustained relationships with key professionals were all things which families thought would make a positive difference. Initial research findings from the study were used by ‘Action Learning Sets’ in five local authorities in south-west England who wanted to review and improve transition pathways for this group of vulnerable young people.