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

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Table 1.2: Estimates of the number of secondary level students with SEN and Wave 1 distributions Wave 2 N = % Secondary school non-statemented (levels 2 to 4) 593 34 54 Secondary school statemented 638 36 24 Special school statemented 505 29 22 Special school – other 18 1 1 Total 1,756 100 101 Base for Wave 2 excludes cases in which the level of SEN was not known. Source: IES/MORI 2003, DfES 2000 Within each area, it was important to understand what had happened in the young person’s past (particularly since the first wave of the longitudinal study), what they were doing at Wave 2 and what they expected and hoped for the future. Essentially, the case studies aimed to explore: • the facilitators of transition Population % • the inhibitors (or barriers) to transition, and • the role of the young person as agent in their own transition. It was unreasonable to expect that a small sample of 16 case studies could represent the whole population of young people with (or, more correctly, who had been identified at school as having) special educational needs. Nonetheless, it was important that the sample reflected the range of types of special educational need, the range of severity and complexity of need and the type of school provision. It was also necessary to ensure that the sample was appropriately diverse in terms of gender, ethnicity, social class, current activity and access to Connexions services. The sample was also selected so that it would reflect three notional transition pathways (fragments). Namely those of: • young people who have a difficulty which is limited in its impact and who, with appropriate support and facilitation, should be able to make a successful transition • young people who have severe and profound difficulties who are likely to remain highly dependent throughout adulthood • young people who have a real prospect of making progress towards a successful transition but whose difficulties present major challenges to this progress. Post-16 Transitions of Young People with SEN: Wave 2 5
Although each of these groups is important, it is the more challenging second and, particularly, third groups who constitute the greatest test of policy and practice and therefore the sample was weighted towards these groups. This is important in interpreting the case study findings. There may well be many young people who are identified as having special educational needs at school and who go on to further education, employment or training in a more-or-less unproblematic fashion. The focus of the case studies however, was not on these young people and therefore the picture that emerges from the case studies has to be set in the wider context of the survey data as a whole. 1.3 Structure of this report This report is structured as follows: • Chapter two presents an overview of the current (policy) context for young people with SEN. • Chapter three describes the characteristics of the young people, parents and carers who took part in the Wave 2 surveys. • Chapter four explores what happened to young people in the last few years of compulsory schooling, including the incidence of transition planning, the role of careers support, preparation for post-16 transitions and outcomes from school. • Chapter five discusses young people’s current activities and identifies the advice and support that young people and their parents or carers received when planning their transition. The chapter concludes with an assessment of the relevance of transition planning on current activities. • Chapter six looks more closely at the supply of, and demand for, formal and informal sources of support since the young person completed compulsory schooling. • Chapter seven identifies the main hard and soft outcomes since leaving compulsory schooling. These include any qualifications gained since Year 11 and also other personal gains. • Chapter eight moves on to explore young people’s leisure activities and social lives and assesses the role played by friends. This chapter also looks at the issue of independent living both now and in the future. • Chapter nine reflects on the past, discusses plans for the future and identifies the young person’s next intended activity. 6 Post-16 Transitions of Young People with SEN: Wave 2
Page 1 and 2: RESEARCH Post-16 Transitions: a Lon
Page 3 and 4: Acknowledgements The authors would
Page 5 and 6: Contents Executive Summary viii 1.
Page 7 and 8: Executive Summary Introduction This
Page 9 and 10: help or information from the young
Page 11 and 12: profound difficulties and those whi
Page 14 and 15: 1. Introduction This report present
Page 16 and 17: Main-stage fieldwork The aim in the
Page 20 and 21: • Chapter ten draws together the
Page 22 and 23: when educational options have a str
Page 24 and 25: of work-related training schemes. I
Page 26 and 27: without very considerable effort on
Page 28 and 29: introduction of a Children’s Bill
Page 30 and 31: 3. Characteristics of Young People
Page 32 and 33: difficulties. The less common forms
Page 34 and 35: Table 3.6: Statement of special edu
Page 36 and 37: Table 3.10: Change in SEN status N
Page 38 and 39: severe learning difficulties/profou
Page 40 and 41: 4. School and Outcomes A primary ai
Page 42 and 43: Table 4.2: Young person’s recall
Page 44 and 45: Table 4.5: Reasons why transition p
Page 46 and 47: Table 4.7: People involved in the t
Page 48 and 49: Table 4.9: Coverage of transition p
Page 50 and 51: Table 4.10: Coverage of transition
Page 52 and 53: Figure 4:3: Reasons why Year 11 dis
Page 54 and 55: Table 4.13: Provider of help to pre
Page 56 and 57: Table 4.15: Most helpful person whe
Page 58 and 59: Table 4.18: Extent to which school
Page 60 and 61: In cases such as these, transition
Page 62 and 63: were choices but young person and f
Page 64 and 65: 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
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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
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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
Page 114 and 115:
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 (
Page 126 and 127:
Parents were also asked to reflect
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“(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
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Figure 8:2: Weekday evenings spent
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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
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Table 9.1: Views on the future, all
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Table 9.5: View (4) on the future,
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9.3 Next activity Almost three-quar
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plans for their futures but for var
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10. Conclusions 10.1 Introduction T
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Transition planning is purposely fo
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needs in both the academic and the
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and most reported that they had mor
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the most severe and complex difficu
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Appendix One: Wave 2 survey Summary
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Table A.1: Profile of participating
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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
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
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Appendix Four: References Bignall T
Page 182:
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