Post-16 Transitions: a Longitudinal Study of Young People with ...

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Table 6.3: Type of support lost since Year 11 N = % Learning/educational support/special tuition 54 18 SEN tutor contact/teacher support 49 17 One to one tuition/mentoring/individual help 47 15 Speech therapy 39 11 All support has been lost 18 6 Physiotherapy 14 4 Contact/support of school 12 4 Social worker support/access to support services 12 4 Counselling/emotional support 11 4 Career guide support 7 3 Help with exams 5 2 Close liaison with SENCO/SENCO support 5 2 Transport 5 1 Respite care 5 1 Help with Dyslexia 4 2 Removal of statement meant less/no support 4 1 Lap tops/IT back up 4 1 Other 39 13 N = 302 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 • lowered motivation • fewer educational opportunities, and a • loss of confidence and self-esteem. More surprisingly though, one in twenty parents and carers reported that the loss of support post-16 had actually led to increased independence for the young person. In addition to the support that had been lost since Year 11, many parents and carers (19 per cent) also reported that new support had subsequently become available (Table 6.5). This suggests that there was a net gain in support (albeit possibly of a different sort) since compulsory schooling came to an end. The most common types of support that had become available post-16 included: • special educational need(s) support from colleges Post-16 Transitions of Young People with SEN: Wave 2 95
Table 6.4: Effect of loss of support on young person N = % No effect 77 27 Lowered motivation 65 22 Fewer educational opportunities 49 16 Loss of confidence/self esteem 24 8 Affected educational capabilities/under-achieving 19 6 Fewer social or leisure opportunities 17 6 Increased independence 16 5 Harder to get around/arrange transport 10 3 Decline of physical/emotional well-being 9 3 Speech improvement/capabilities affected 8 2 Lack of comprehensive support/help 8 2 Affected communication skills 5 1 Behavioural/attitude problems 5 1 Lethargic/lazier/loss of motivation 5 1 Made life more difficult for family/increased reliance on family 4 2 Become more confident/determined 4 2 Has no-one to speak to/confide in 3 1 Other 22 6 Don't know 12 4 N = 303 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 • one-to-one tutoring, and • support from Connexions. Thus, whilst the support from Connexions appears to be a different type of support to that which has been lost, the gains in support have been of a fairly similar nature, although perhaps offered in a different setting eg a college or sixth form. Parents and carers reported that the most significant impact of this new and additional support were (Table 6.6): • increased motivation • increased independence • increased confidence and self-esteem, and • more educational opportunities. 96 Post-16 Transitions of Young People with SEN: Wave 2
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RESEARCH Post-16 Transitions: a Lon
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Acknowledgements The authors would
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Contents Executive Summary viii 1.
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Executive Summary Introduction This
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help or information from the young
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profound difficulties and those whi
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1. Introduction This report present
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Main-stage fieldwork The aim in the
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Table 1.2: Estimates of the number
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• Chapter ten draws together the
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when educational options have a str
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of work-related training schemes. I
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without very considerable effort on
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introduction of a Children’s Bill
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3. Characteristics of Young People
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difficulties. The less common forms
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Table 3.6: Statement of special edu
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Table 3.10: Change in SEN status N
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severe learning difficulties/profou
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4. School and Outcomes A primary ai
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Table 4.2: Young person’s recall
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Table 4.5: Reasons why transition p
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Table 4.7: People involved in the t
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Table 4.9: Coverage of transition p
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Table 4.10: Coverage of transition
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Figure 4:3: Reasons why Year 11 dis
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Table 4.13: Provider of help to pre
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Table 4.15: Most helpful person whe
Page 58 and 59: Table 4.18: Extent to which school
Page 60 and 61: In cases such as these, transition
Page 62 and 63: were choices but young person and f
Page 64 and 65: Figure 4:6: Young People’s views
Page 66 and 67: “In school he had quite a lot of
Page 68 and 69: Figure 4.7: Whether gained qualific
Page 70 and 71: Figure 4.11: Level of qualification
Page 72 and 73: • Over three-quarters of all youn
Page 74 and 75: Table 5.1: Current main activity Al
Page 76 and 77: Table 5.4: Current main activity, b
Page 78 and 79: Table 5.6: Current main activity, b
Page 80 and 81: college for people with LDD, and we
Page 82 and 83: transition plan to have sought advi
Page 84 and 85: 5.2.3 Ease of transition The majori
Page 86 and 87: Table 5.14: Occupation/training typ
Page 88 and 89: 5.3.3 Method of jobsearch and advic
Page 90 and 91: • help to progress into work/trai
Page 92 and 93: Table 5.21: Reasons for current ina
Page 94 and 95: Table 5.24: Advice received when lo
Page 96 and 97: However, he was finding this new co
Page 98 and 99: years, often in quite productive ac
Page 100 and 101: Table 5.25: Parent/carer view on ex
Page 102 and 103: employment or a training placement
Page 104 and 105: Figure 6:2: Benefit receipt, by SEN
Page 106 and 107: had not had any subsequent contact
Page 110 and 111: Table 6.5: Additional support recei
Page 112 and 113: met by his special school sixth for
Page 114 and 115: education since their child left Ye
Page 116 and 117: • colleges (33 per cent of parent
Page 118 and 119: published information against just
Page 120 and 121: who had a statement of SEN and/or h
Page 122 and 123: Table 6.12: Parent/carer knowledge
Page 124 and 125: Figure 7:1: Qualifications gained (
Page 126 and 127: Parents were also asked to reflect
Page 128 and 129: “(He is) a bit more independent;
Page 130 and 131: immaturity and the fact that she is
Page 132 and 133: 8. Leisure Activities and Social Li
Page 134 and 135: Figure 8:2: Weekday evenings spent
Page 136 and 137: For some young people, the involvem
Page 138 and 139: For Li, who has found his own way o
Page 140 and 141: Figure 9:2: Parental views on young
Page 142 and 143: Table 9.1: Views on the future, all
Page 144 and 145: Table 9.5: View (4) on the future,
Page 146 and 147: 9.3 Next activity Almost three-quar
Page 148 and 149: plans for their futures but for var
Page 150 and 151: 10. Conclusions 10.1 Introduction T
Page 152 and 153: Transition planning is purposely fo
Page 154 and 155: needs in both the academic and the
Page 156 and 157: and most reported that they had mor
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the most severe and complex difficu
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Appendix One: Wave 2 survey Summary
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Table A.1: Profile of participating
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10.5.2 Weighting Table A.3 reports
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• Economic factors • Structural
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gave their consent and who lived in
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Gareth is a young man with learning
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she does not succeed, her Connexion
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examples here are Maria who wants t
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time to themselves. The problem for
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here. He is one of the nicest peopl
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Appendix Four: References Bignall T
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