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

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here. He is one of the nicest people you could ever meet, his manners are impeccable, everything about him is so nice and he wouldn’t be out of place with the other students except he couldn’t do the work…” Because he ‘can’t do the work’, Joshua has been encouraged to do more courses at intermediate level rather than progress to advanced level. He has already dropped out of an A-level course and both his tutor and Connexions adviser are convinced the gap between GNVQ levels is too great for him to manage. This, of course, makes Joshua’s ambition to go to university and into the law somewhat unrealistic. His Connexions PA believes he may be able to work in an administrative capacity in a law office but is beginning to think in terms of an Entry to Employment course which would build his confidence, teach him ‘employability skills’ and give him work experience ‘tasters’. Chapter Eight: Leisure Activities Social life Stuart’s active social life is very much restricted to contacts with other young people with disabilities. Matthew, having had significant social problems at school, similarly appears to be developing a circle of friends. However, his mother is convinced that these friends are bad influences and are involved in criminal activity: “We had a lot a lot of trouble with some of his friends. This [current] one seems to be a bit better than the rest of them but then truth is, he gets involved with the wrong ones. He tries to back off of ’em and then I get the other one [Matthew’s brother] starts hanging around with them.” Similarly, Emma remains dependent on her family. On the face of it, she is a sociable young woman and is apparently more confident than Gareth about going out on her own, using public transport and facing new social situations. She also claims to have a circle of friends. However, the extent to which this apparent confidence is real is doubtful. She claims to have a boyfriend, but he is someone she has ‘met’ in an internet chat room rather than in the flesh. In this context, her view of how she will find her independence with this young man seems somewhat fanciful. Moreover, she has had serious problems with bullying which ended with an assault that severely limited her ability to pursue her own social life: “… I ended up getting beaten black and blue just because of them. I lost confidence, I wouldn’t go out that front door, I wouldn’t go in the car, I wouldn’t even go anywhere without looking behind me to see if they were there, it was absolutely scary.” Post-16 Transitions of Young People with SEN: Wave 2 165
As a result, her social life in practice centres around her family, with whom she has a very strong relationship. This is a situation which her father at least is happy to maintain. Much the same is true of Andrea. There is considerable tension in the family home, but this does not encourage Andrea to develop a full and independent social life. By her own admission, she has few friends and rarely goes out. She is, however, passionate about Dr Who, accesses Dr Who web sites and goes to conventions to meet other fans. Asked, therefore, about the current state of her social life, she responds: “At the moment pretty much non existent, ’cos most of my friends I actually met them over the internet. You go on there and you can talk to them and post messages and then when they go on they answer or they post messages so you get on there and it’s just loads of conversations. We actually all agreed to meet up. We actually met up at a convention so there were a lot of people around…” Whilst her interest in Dr Who opens up to her a social circle, this is, of course, a circle with significant limitations: “I’d like to be able to spend more time with my friends ’cos at the moment we only meet up for conventions. Maybe go to a pub afterwards but they all like [live too far away] to meet up regularly…Quite a few of them are actually in America.” Perhaps not surprisingly, given this pattern of isolation, Andrea claims to have no interest in developing deeper relationships. She has not had and, she says, does not want, a boyfriend. As for marriage: “Not worth the hassle. I’ve been a kid. I don’t want anyone else to put me through it. So I know what I’ve put people through and I love it, love winding people up but I know if I get a kid they’re gonna do it to me, so no thanks.” Living arrangements For Simon, independent living is not out of the question, but there is little incentive for him to leave the family home. It provides him with relatively undemanding security and in addition allows him to keep much of his limited income to spend on computer games. Those involved with him, therefore, can see little prospect of his moving towards greater independence. 166 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
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• help to progress into work/trai
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Table 5.21: Reasons for current ina
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Table 5.24: Advice received when lo
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However, he was finding this new co
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years, often in quite productive ac
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Table 5.25: Parent/carer view on ex
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employment or a training placement
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Figure 6:2: Benefit receipt, by SEN
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had not had any subsequent contact
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Table 6.3: Type of support lost sin
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Table 6.5: Additional support recei
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met by his special school sixth for
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education since their child left Ye
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• colleges (33 per cent of parent
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published information against just
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who had a statement of SEN and/or h
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Table 6.12: Parent/carer knowledge
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Figure 7:1: Qualifications gained (
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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
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 180 and 181: Appendix Four: References Bignall T
Page 182: Copies of this publication can be o
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