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

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Table 6.5: Additional support received since Year 11 N = % Good help/support from college/SEN support at college 76 28 One-to-one tutoring/mentoring 32 10 Connexions service support 30 10 Extra support from school/teacher/SEN teacher 25 7 Help with life/social skills 16 5 Social worker 14 4 Medical support (psychologist/psychotherapy etc) 13 4 Help from family/friends 12 4 Dyslexia support/training 11 4 Extra help with becoming more independent (cooking/shopping) 11 3 Careers service support 8 2 Help from employer/workplace 7 3 Help with learning equipment 7 2 Extra help/support 6 2 Financial support/ grant 6 2 Speech therapy help 6 1 Disability was picked up 5 2 Extra/home tuition 5 1 Taken on outings/escorted to social activities 4 1 YMCA support/training 3 1 Good back-up from carers 3 1 Prince’s Trust 3 1 Helped with approach to adult life/treated with maturity 2 1 Respite care/extra day care 2 * Educational welfare officer 2 * ICIS 2 * Other 45 14 Don't know 2 * N = 315 Note: All percentages are weighted percentages, unless otherwise stated * - less than 0.5 per cent Source: IES/MORI 2003 6.2 Parents and carers as sources of support It is evident from the survey data presented in this chapter and the two preceding it, that parents and carers are often a Post-16 Transitions of Young People with SEN: Wave 2 97
Table 6.6: Effect on young person of having additional support N = % Increased motivation 100 34 Increased independence 62 17 Increased confidence 45 15 More educational opportunities 43 15 No effect 35 11 More social or leisure opportunities 24 7 Improved learning capabilities/attitude to education 16 5 Easier to get around / arrange transport 6 2 Become more reassured/focused for the future 6 2 Increased job opportunities 5 2 Made him/her happier 5 1 Lowered motivation 4 2 Become more mature/gained more mature outlook 4 2 More relaxed, calmer 4 1 Gained more understanding about him/herself 4 1 Developed real life/organisational skills 3 2 Improved speech abilities 3 1 Given encouragement 3 1 Increased ability to interact socially 3 1 Other 29 9 Don’t know 3 1 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 crucial source of support for young people through their transition from school and in the activities that follow. The survey data also suggest a lack of one professional, service or organisation with an overview of the young person and the options available for them throughout this period. Parents and carers therefore often take on this role and provide critical continuous support, as the following findings from the case studies illustrate. Case studies: parents and carers A striking feature of the case studies is the extent to which parents and carers continue to play a key role in supporting young people through the transition process. This is certainly the case, for instance, for obviously dependent young people such as Marcus where his mother has had to battle to ensure that his needs are 98 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
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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 108 and 109: Table 6.3: Type of support lost sin
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
Page 158 and 159: 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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