- Page 1: RESEARCH Post-16 Transitions: a Lon
- 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 18 and 19: Table 1.2: Estimates of the number
- 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
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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;
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immaturity and the fact that she is
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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
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For Li, who has found his own way o
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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
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Gareth is a young man with learning
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she does not succeed, her Connexion
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examples here are Maria who wants t
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time to themselves. The problem for
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here. He is one of the nicest peopl
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Appendix Four: References Bignall T
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