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

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education since their child left Year 11. Parents of young people with statements of SEN and those attending special schools were more likely to have done so than those without statements and/or who had attended a mainstream school. Parents of young people with sensory and/or physical disabilities were also much more likely to have sought information on education issues than those with children of other SEN types, in particular those whose children had behavioural, emotional or social development needs (51 per cent compared to 34 per cent). Parents and carers who had sought additional information or support on education issues said that, by far, the most helpful people to respond to this need had been college staff (42 per cent). Careers Service or Connexions personnel were reported to have been the most helpful in this regard by almost onefifth of parents and carers, whilst just over one in ten parents said that school staff had been the most helpful in providing this type of information and support (Table 6.7). Table 6.8 lists the type of help or support that was provided to parents and carers about education issues. In the main, parents received: Table 6.7: Most helpful source of support N = % College staff (including university) 280 42 Careers service (including Connexions personal adviser) 114 18 Other school staff 84 12 SENCO 24 3 Friends 22 3 Social workers/probation workers 19 2 Family member 15 3 Doctors/health workers 13 2 Local Council staff (including Education Authority) 10 1 Voluntary group 9 1 Jobcentre/Benefits Agency 6 1 Other 59 8 Don't know 27 4 N = 682 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 101
Table 6.8: Support provided • information • an explanation of the options available N = % Provided information 451 34 Explained options available 292 22 Helped her/him to progress into further education/training 183 14 Helped in planning support for her/him 160 11 Helped her/him in decision making 110 9 Did not help/give support at all 23 2 Offered extra help/support lessons 13 1 Involved parents/held meetings with parents 12 1 Kept in contact/kept us updated on progress 10 1 Helped with assessment/referrals 6 1 Other 33 3 Don't know/ not stated 9 1 N = 684 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 • help to progress the young person into further education or training, and • help to plan additional support for the young person. Parents had broadly similar information and support needs on education issues regardless of whether the young person had been statemented or not, what type of school they had attended or indeed, the type of SEN they presented. Just over one-fifth of parents and carers (21 per cent) had also sought published information and advice materials regarding education on behalf of the young person. Parents and carers of young people with sensory and/or physical disabilities were more likely to have sought out this type of information than parents of young people with all other special educational needs. Parents and carers of young people with behavioural, emotional or social development needs were the least likely to have sought additional published material on educational issues. Parents and carers in higher socio-economic groups were also much more likely to have sought this sort of information than parents in the lower groups. In the main this information, which was found to be predominantly useful, had come from: 102 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
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In cases such as these, transition
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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 110 and 111: Table 6.5: Additional support recei
Page 112 and 113: met by his special school sixth for
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
Page 160 and 161: Appendix One: Wave 2 survey Summary
Page 162 and 163: 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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