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

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Appendix Four: References Bignall T, Butt J (2000), Between Ambition and Achievement: Young Black Disabled People’s Views and Experiences of Independence and Independent Living, Bristol: The Policy Press Bjarnason D S (2002), ‘New Voices in Iceland. Parents and Adult Children: Juggling Supports and Choices in Time and Space’, Disability & Society, 17(3), pp. 307-26 Coles B (1995), Youth and Social Policy, London: UCL Press Department of Health (2001), Valuing People: A New Strategy for Learning Disability for the 21st Century, Cm 5086, London: the Stationery Office DFE (1994), Code of Practice on the Identification and Assessment of Special Educational Needs, London: DFE DfEE (1997a), Circular 11/97. School Leaving Date for 16 Year Olds, London: DfEE DfEE (1997b), Excellence for All Children: Meeting Special Educational Needs, London: the Stationery Office DfEE (2001), Towards Inclusion — Civil Rights for Disabled People, London: DfEE DfES (2001a), Inclusive Schooling: Children with Special Educational Needs, London: DfES DfES (2001b), Special Educational Needs Code of Practice, London: DfES DfES (2003a), Every Child Matters, Cm 5860, London: the Stationery Office DfES (2003b), The Future of Higher Education, Cm 5735, London: The Stationery Office Disability Rights Task Force (1999), From Exclusion to Inclusion: A Report of the Disability Rights Task Force on Civil Rights for Disabled People, London: DfEE Hendey N, Pascall G (2002), Disability and Transition to Adulthood: Achieving Independent Living, Brighton: Pavilion Publishing Post-16 Transitions of Young People with SEN: Wave 2 167
Heslop P, Mallett R, Simons K, Ward L (2001), Bridging the Divide: the Experiences of Young People with Learning Difficulties and their Families at Transition, Bristol: Norah Fry Research Centre, University of Bristol Lindsay C (2003), ‘A Century of Labour Market Change: 1900 to 2000’, Labour Market Trends, pp. 133-144 Morris J (2002), Moving into Adulthood: Young Disabled People Moving into Adulthood, Foundations 512, York: Joseph Rowntree Foundation Oliver M (1990), The Politics of Disablement, London: Macmillan Pearce N, Hillman J (1998), Wasted Youth: Raising Achievement and Tackling Social Exclusion, London: IPPR Polat F, Kalambouka A, Boyle W F, Nelson N (2001), Post-16 Transitions of Pupils with Special Educational Needs, London: DfES Riddell S, Baron S, Wilson A (2001), The Learning Society and People with Learning Difficulties Bristol: The Policy Press Roberts K (1995), Youth and Employment in Modern Britain, Oxford: Oxford University Press Routledge M (2000), ‘Collective Responsibilities, Fragmented Systems: Transition to Adulthood for Young People with Learning Disabilities’, Tizard Learning Disability Review, 5(4), pp. 17-26 168 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
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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
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 178 and 179: here. He is one of the nicest peopl
Page 182: Copies of this publication can be o
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