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

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Table 9.1: Views on the future, all respondents (per cent) Since Year 11, the courses, jobs, training or what I have done has generally worked out well for me Agree Neither agree nor disagree Disagree Don’t know N = 71 9 18 1 1,723 I know how to find out about future work, education or training opportunities 78 6 14 2 1,731 I think that making plans for the future is a waste of time 12 8 77 2 1,735 I am hopeful about the future 85 7 6 2 1,742 I do not get enough support in planning my future 20 13 64 2 1,741 I want to do more education or training in the future 73 8 16 3 1,745 I have got all the qualifications I need for the job or course I want to do 25 11 61 3 1,719 Note: All percentages are weighted percentages, unless otherwise stated Table 9.2: View (1) on the future, statemented or not, school and SEN type Since Year 11, the courses, jobs, training or what I have done has generally worked out well for me Statemented Not statemented Special school Mainstream school Communi– cation and interaction Cognition and learning Sensory and / or physical Behaviour / emotional / social development % % % % % % % % Agree 75 68 71 72 75 76 76 54 Neither agree nor disagree 9 10 9 9 6 9 12 13 Disagree 14 20 15 19 17 14 11 31 Don’t know 2 0 5 0 1 1 1 2 N = 1,006 602 410 1,313 310 871 103 254 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003
Table 9.3: View (2) on the future, statemented or not, school and SEN type (per cent) I know how to find out about future work, education or training opportunities Statemented Not statemented Special school Mainstream school Communi– cation and interaction Cognition and learning Sensory and / or physical Behaviour/ emotional/ social development Agree 70 84 60 83 77 79 82 78 Neither agree nor disagree 7 5 10 5 5 6 4 5 Disagree 19 10 23 12 15 13 11 14 Don’t know 4 1 8 1 3 1 3 2 N = 1,008 607 407 1,324 310 878 104 254 Note: All percentages are weighted percentages, unless otherwise stated Table 9.4: View (3) on the future, statemented or not, school and SEN type (per cent) I think that making plans for the future is a waste of time Statemented Not statemented Special school Mainstream school Communic– ation and interaction Cognition and interaction Sensory and / or physical Behaviour/ emotional/ social development Agree 13 12 14 13 11 11 13 14 Neither agree nor disagree 7 8 9 8 6 8 6 12 Disagree 75 78 68 79 80 78 79 72 Don’t know 4 1 9 1 3 2 2 3 N = 1,013 606 412 1,323 312 878 102 257 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003
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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
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• 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 140 and 141: Figure 9:2: Parental views on young
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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