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

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Table 9.5: View (4) on the future, statemented or not, school and SEN type (per cent) I am hopeful about the future Statemented Not statemented Special school Mainstream school Communic– ation and interaction Cognition and learning Sensory and / or physical Behaviour / emotional / social development Agree 84 87 75 86 85 87 66 79 Neither agree nor disagree 7 7 8 7 7 6 4 11 Disagree 7 6 9 6 6 5 8 7 Don’t know 4 1 8 1 2 2 2 3 N = 1,019 607 418 1,324 313 879 105 259 Note: All percentages are weighted percentages, unless otherwise stated Table 9.6: View (5) on the future, statemented or not, school and SEN type (per cent) I do not get enough support in planning my future Statemented Not statemented Special school Mainstream school Communic– ation and interaction Cognition and learning Sensory and / or physical Behaviour / emotional / social development Agree 22 19 24 20 18 18 23 24 Neither agree nor disagree 11 14 12 13 15 12 9 17 Disagree 63 66 56 67 64 67 67 58 Don’t know 4 1 8 1 3 2 1 2 N = 1,018 607 418 1,323 313 879 105 258 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003
Table 9.7: View (6) on the future, statemented or not, school and SEN type (per cent) I want to do more education or training in the future Statemented Not statemented Special school Mainstream school Communic– ation and interaction Cognition and learning Sensory and / or physical Behaviour / emotional / social development Agree 72 74 72 73 74 71 81 72 Neither agree nor disagree 7 9 7 8 7 9 6 7 Disagree 17 16 15 16 16 17 9 19 Don’t know 3 2 6 2 2 3 4 2 N = 1,022 607 420 1,325 313 881 104 262 Table 9.8: View (7) on the future, statemented or not, school and SEN type (per cent) I have got all the qualifications I need for the job or course I want to do Statemented Not statemented Special school Mainstream school Communi– cation and interaction Cognition and learning Sensory and / or physical Behaviour / emotional / social development Agree 25 26 21 26 24 26 34 23 Neither agree nor disagree 11 11 10 11 12 10 15 11 Disagree 58 62 61 61 61 60 49 61 Don’t know 5 2 9 2 4 3 2 5 N = 999 604 399 1,320 305 871 103 255 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
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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 142 and 143: Table 9.1: Views on the future, all
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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