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Timetabling a transition with dignity: perspectives of young adults with significant support needs
- Authors:
- HART Sarah M., HILL Mary F., GAFFNEY Janet S.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(3), 2021, pp.227-238.
- Publisher:
- Taylor and Francis
Background: This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities. Method: To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and contextual intersections were critically analysed using the theoretical framework of the capability approach. The capability approach emphasises individuality and one's freedom of choice to construct a good life of dignity. Results: Timetables - schedules of daily activities - were examined using artefactual analysis to make sense of and explain important insights about transition through this pivotal support anchor. Yet, the utility of these artefacts, found to communicate personal capabilities, was underrecognised by those supporting transitions from school. Conclusion: This article reports fresh insights into supporting this critical life stage increasing the potential for a transition with dignity. (Edited publisher abstract)
Your guide to transition
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2009
- Pagination:
- 37p.
- Place of publication:
- London
The term ‘transition’ is used to describe the process of moving from childhood into adult life. It describes the changes in services when a child becomes an adult. This guide gives information and advice to parents and carers of children with learning disabilities on the transition process, including transition plans and reviews, moving to adult services, education and employment, money and benefits, housing, leisure and friends and relationships.
How far can social role valorisation theory help in transition planning for a school‐leaver with significant special needs?
- Authors:
- CONNAUGHTON Helen, CLINE Tony
- Journal article citation:
- British Journal of Learning Disabilities, 49(1), 2021, pp.80-86.
- Publisher:
- Wiley
Background: Research suggests that, in spite of legislation, the process of transition from school is problematic for most young people with disabilities. Best practices in transition emphasise the importance of providing personalised transition supports. This study, which took place in Ireland, aimed to explore the application of social role valorisation (SRV) theory to the transition process for one school leaver with a moderate Intellectual Disability. Materials and Methods: A single case research design was used. Data was collected over a period of nine months through interviews, observations and document analysis. Thematic analysis based on SRV principles and themes was conducted to analyse the data. Results: This research found that, while the participant experienced many of ‘the good things of life’ by the end of the project, she had fewer relationships and a more limited social life than would be typical for an 18 year old. In addition, she was restricted in her post‐school choices in spite of her enhanced image, competencies and valued social roles. Conclusions: This study suggests that, while SRV theory is useful in guiding the transition process, it may need to be adapted in order to reconcile with more contemporary movements in the field of disability, such as the Social Model of Disability and Inclusion, if it is to become a guiding theory in the delivery of personalised supports during the period of transition from school to adult life. (Edited publisher abstract)
Experiences of parents of children with special needs at school entry: a mixed method approach
- Authors:
- SIDDIQUA A., JANUS M.
- Journal article citation:
- Child: Care, Health and Development, 43(4), 2017, pp.566-576.
- Publisher:
- Wiley
Background: The transition from pre-school to kindergarten can be complex for children who need special assistance due to mental or physical disabilities (children with ‘special needs’). We used a convergent mixed method approach to explore parents' experiences with service provision as their children transitioned to school. Methods: Parents (including one grandparent) of 37 children aged 4 to 6 years completed measures assessing their perceptions of and satisfaction with services. Semi-structured interviews were also conducted with 10 parents to understand their experience with services. Results: Post transition, parents reported lower perceptions of services and decreased satisfaction than pre-transition. The following themes emerged from the qualitative data: qualities of services and service providers, communication and information transfer, parent advocacy, uncertainty about services, and contrasts and contradictions in satisfaction. The qualitative findings indicate that parents were both satisfied and concerned with aspects of the post-transition service provision. Conclusions: While the quantitative results suggested that parents' experience with services became less positive after their children entered school, the qualitative findings illustrated the variability in parents' experiences and components of service provision that require improvements to facilitate a successful school entry. (Publisher abstract)
Preparing for Adulthood: Post 19 Programme report: good practice ideas to share
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 25
- Place of publication:
- Bath
The Children and Families Act 2014 introduced a new SEND system which has extended the duties of local authorities to cover young people up to the age of 25, if they remain in further education or training or are following an apprenticeship. The Preparing for Adulthood Team have been working with 18 local areas to explore the challenges that the new SEND system has presented in terms of the 16-25 cohort of young people. This report draws out some of the learning and describes some of the practice, resources and ideas that have come out of the work. Most of the areas worked on a number of themes – each area is described within the theme that was their main focus. The themes included are: strategy; preparing for adulthood from the earliest years; young people’s voice; curriculum and employment; friends; relationships with parents; planning; accountability. (Edited publisher abstract)
All children and young people make sustained progress and remain engaged through all transitions between key stages: research summary 2
- Author:
- CENTRE FOR EXCELLENCE AND OUTCOMES IN CHILDREN AND YOUNG PEOPLE'S SERVICES
- Publisher:
- Centre for Excellence and Outcomes in Children and Young People's Services
- Publication year:
- 2010
- Pagination:
- 4p.
- Place of publication:
- London
This research summary highlights research evidence on one of the three key priorities addressed in the Schools and Communities research theme. It summarises the best available evidence that will help service providers to improve services, and, ultimately, outcomes for children, young people and their families.
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Education and Skills Act 2008: what does it mean for transition?
- Author:
- SKILL - NATIONAL BUREAU FOR STUDENTS WITH DISABILITIES
- Publisher:
- National Transition Support Team
- Publication year:
- 2009
- Pagination:
- 6p.
- Place of publication:
- London
The Education and Skills Act places a duty on all young people in England to participate in education or training until the age of 18. By 2013 it will be compulsory for young people to participate in education or training up to the age of 17, and by 2015 up to the age of 18. This briefing considers how this will affect disabled young people.
Improving transition planning for young people with special educational needs
- Author:
- DEE Lesley
- Publisher:
- Open University Press
- Publication year:
- 2006
- Pagination:
- 127p., bibliog.
- Place of publication:
- Maidenhead
Transition planning for young people with special educational needs is a crucial but often overlooked element of social inclusion. While there is now considerable official guidance on how to manage the school leaving process for young people with learning difficulties and/or disabilities, little is known about how to make effective transitions happen in practice. This book supports the transition experiences of young people with a range of special educational needs. The book: Provides insights into the experiences and perspectives of young people, their parents or carers and the professionals who support them during the transition period; Explores influences on the decision-making processes and the involvement of young people and their parents or carers; Suggests practical ways in which young people and their families and carers can be supported during the transition to adulthood.
Preparing for Adulthood: interim report on the Post 19 Programme
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2019
- Pagination:
- 19
- Place of publication:
- Bath
The Children and Families Act 2014 introduced a new SEND system which has extended the duties of local authorities to cover young people up to the age of 25, if they remain in further education or training or are following an apprenticeship. This report explores the challenges that the new system has presented in terms of the 16-25 age cohort. Local areas have raised a number of concerns and in particular the difficulties in developing holistic Education, Health and Care plans for those young people over the age of 19, which make it clear when and how they will move into employment, independent living, have friends, relationships and be part of their community and have good adult health support. Local areas often find it difficult to know when to cease an Education, Health and Care plan and how to ensure a smooth process between maintaining an Education, Health and Care plan and an adult services Care and Support plan. Specific findings include: many colleges are still not offering study programmes with substantial work experience for young people with complex needs, there continues to be some confusion and a lack of ambition for employment; some special school sixth forms are not delivering study programmes or the Preparing for Adulthood pathways; school sixth forms increasingly are not including students with SEND (this is part of the general move away from inclusive practice); professionals are still struggling to write outcomes based on the aspirations of young people that are centred around the young person and their family; there continues to be a need for workforce development that is holistic across education, health and care to support the understanding of holistic PfA outcomes. (Edited publisher abstract)