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

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• colleges (33 per cent of parents who had sought published materials did so from colleges) • the internet (18 per cent) • Career Service/Connexions (13 per cent), and • school (eight per cent). Approximately one-fifth (19 per cent) of all parents and carers also said that they had experienced some sort of problem when trying to obtain services or advice related to education. This problem was most often felt to be due to a general lack of information or guidance (42 per cent). Parents also reported that some of these problems stemmed from staff from different services not working together (22 per cent), or waiting for a long time for support to be provided (17 per cent). Many parents and carers also thought that problems accessing information about education were caused by receiving conflicting advice from staff working in different services (15 per cent of those reporting problems). Table 6.9: Most helpful source of support 6.3.2 Employment and work-related training Just under one-third of all parents and carers (who deemed that their children were, or would be at some time in the N = % Careers service incl. Connexions personal adviser 136 31 College/university staff 109 23 Jobcentre/Benefits Agency 42 8 Friends 35 8 Other college staff 17 4 Employers/local businesses 17 4 Family member 15 4 Through my job/employer 9 2 Voluntary group 8 2 Local Council staff 6 2 SENCO 5 1 Training course/centre 5 1 Other 15 3 None/did not get any 3 1 Don’t know 12 2 N = 452 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 103
future, able to work) had sought additional information and support about employment or work-related training issues since the young person had finished Year 11, regardless of the incidence of statementing, type of school attended or SEN type of the young person. Thirty-one per cent of parents and carers with these particular information needs stated that the most helpful provider of this information and support was the Careers Service/Connexions whilst 23 per cent of parents said it had been college staff (see Table 6.9 above). The Careers Service/Connexions appears to have been slightly more helpful for parents of young people without statements of SEN and/or those in mainstream schools. Most parents who received additional help about employment and work-related training did so by way of: • provision of information • explanation of the options available to the young person, and • help to progress the young person into work or training. Table 6.10 illustrates the main forms of help received. Just over one in ten of all parents and carers also sought published information and support for their child and employment and training issues. Again, parents from the highest socio-economic group appeared more likely to proactively seek additional information than parents in any of the other socio-economic groups. 17 per cent of parents from the managerial/professional group had sought extra, Table 6.10: Support provided N = % Provided information 277 36 Explained options available 173 21 Helped her/him to progress into further education/training 127 15 Helped her/him in decision making 70 9 Helped in planning support for her/him 70 8 Did not help/give support at all 24 3 Helped with work experience/employment 17 3 Other 13 2 Don't know 12 2 N = 467 Note: All percentages are weighted percentages, unless otherwise stated Source IES/MORI 2003 104 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
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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 114 and 115: education since their child left Ye
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
Page 164 and 165: 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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