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

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Figure 9:2: Parental views on young person’s future Since Year 11 whatever the young person has done worked out well I am positive about the young person's future The young person gets enough support in planning for their future 0% 20% 40% 60% 80% 100% Source: IES/MORI 2003 Agree Neither agree nor disagree Disagree Don't know at these figures though, it appears that parents and carers are less likely to agree with this statement if the young person had behavioural, emotional or social development needs at school than if young people had other types of SEN. Sixty-nine per cent of parents and carers also reported that they were positive about the young person’s future. Again, this figure masks some differences. Parents and carers whose children had a statement of SEN and/or who had attended a special school were less likely to be positive about the future than those whose children were not statemented, and/or had attended a mainstream school. Parents of young people with behavioural, emotional or social development needs were once more less likely to agree with this statement than parents of young people with other SEN difficulties. When discussing help to plan for the future, again 69 per cent of all parents and carers reported that they thought the young person received enough support in planning the future. Parents and carers of young people with statements of SEN, and/or those who had attended a special school were, however, less likely to report that this was the case, compared to those whose children did not have a statement or who had attended a mainstream school. Parents and carers of young people with behavioural, emotional or social development needs also seem far less likely to think that the young person had enough support to plan for their future than those with any other type of SEN. Although these findings are largely positive, it remains that at least one in five of all parents and carers were not positive about how things had worked out for the young person so far, nor were they positive about their future, or the adequacy of the support they received to plan for the future. Post-16 Transitions of Young People with SEN: Wave 2 127
9.2 Young people’s views on the future Young people were asked if they agreed or disagreed with a number of statements about the future and the results are presented in Tables 9.1 to 9.8 below. It is clear that there is a fair degree of optimism about many aspects of the future (Table 9.1). Most young people taking part in the survey believe that the courses, jobs and training etc. that they have done since Year 11 have worked out well for them (71 per cent). Most young people also report that they know how to find out about future work, education or training opportunities (78 per cent). Nearly all young people are hopeful about the future (85 per cent) and very few think that planning for the future is a waste of time (only 12 per cent agreed with this statement). Seventy-three per cent of young people want to go on to do more education or training in the future although only 25 per cent believe they have all the qualifications they need for the job or course they want to do. Moreover, 20 per cent of all young people surveyed reported that they do not get enough support to plan for the future. Taking each statement separately, a few differences become apparent according to statement, school or SEN type: • Young people with behavioural, emotional or social development needs were less likely to think that what they had done since Year 11, in terms of course, jobs or training etc. had worked out well for them than young people with all other types of SEN. • Young people who had been statemented at school and/or who had attended a special school were less likely to know how to find out about future work, education or training opportunities than those without statements, or those who had attended a mainstream school. • Young people who had attended a special school were less likely to feel hopeful about the future compared to young people from mainstream schools. Young people with sensory and/or physical disabilities were also less likely to feel positively about the future compared with those with all other types of SEN. • Young people with sensory and/or physical disabilities were more likely to want to do more education and training in the future than young people with all other types of SEN. They were also more likely to report that they did not have all the qualifications they needed to do the job or course they wanted to do. 128 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
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“In school he had quite a lot of
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Figure 4.7: Whether gained qualific
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Figure 4.11: Level of qualification
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• Over three-quarters of all youn
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Table 5.1: Current main activity Al
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Table 5.4: Current main activity, b
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Table 5.6: Current main activity, b
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college for people with LDD, and we
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transition plan to have sought advi
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5.2.3 Ease of transition The majori
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Table 5.14: Occupation/training typ
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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 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 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
Page 166 and 167: • Economic factors • Structural
Page 168 and 169: gave their consent and who lived in
Page 170 and 171: Gareth is a young man with learning
Page 172 and 173: she does not succeed, her Connexion
Page 174 and 175: examples here are Maria who wants t
Page 176 and 177: time to themselves. The problem for
Page 178 and 179: here. He is one of the nicest peopl
Page 180 and 181: Appendix Four: References Bignall T
Page 182: Copies of this publication can be o
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