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

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3. Characteristics of Young People and their Parents/Carers This chapter begins by briefly exploring the characteristics of the young people and their parents/carers who took part in the Wave 2 survey. It also considers the nature of the young people’s special educational needs in Year 11 and how these needs have changed since then. 3.1 Demographic and household characteristics Almost two-thirds (63 per cent) of the young people taking part in the survey were male, and approximately one in ten students came from non-white ethnic groups (Table 3.1). Among those students who are from minority ethnic groups, the highest proportion (six per cent) are from Asian Table 3.1: Gender and ethnicity of young people Gender N = % Male 1,170 63 Female 704 37 Total 1,874 100 Ethnicity White 1,690 90 Asian 116 6 Black 40 2 Mixed / Other 28 2 1,874 100 Note: All percentages are weighted percentages, unless otherwise stated Source IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 17
ackgrounds, followed by Black and mixed/other ethnic backgrounds (both two per cent). 1 3.2 Type of special educational need(s) in Year 11 Parents/carers were asked a series of questions about the special educational needs that the young person had during Year 11 (Table 3.2) and how these needs had changed since that time. The more common forms of needs were learningrelated, specifically dyslexia and moderate or mild learning Table 3.2: Parent/carer recall of type of special educational needs in Year 11 (multiple response) N = % Dyslexia 401 24 Moderate learning difficulties 434 24 Mild learning difficulties 341 23 Behavioural, emotional or social difficulties 281 17 Speech and language difficulties 325 15 Severe learning difficulties 229 11 Medical problems 213 11 Specific learning difficulties 178 10 Physical disabilities 167 8 Hearing impairments 127 7 Attention Deficit Disorder/Attention Deficit and Hyperactivity 100 6 Dyspraxia 94 5 Visual impairments 87 4 Autistic Spectrum Disorders 88 4 Profound and multiple learning difficulty 65 3 Other 108 6 Don't know 19 2 Don't know but learning related 18 1 None 17 1 Total cases 1,686 100 Note: All percentages are weighted percentages, unless otherwise stated Source IES/MORI 2003 1 The proportions of young people within specific ethnic minority groups are too small to allow for any robust analysis at a more detailed level. Consequently, in later tables ethnicity is only reported according to whether the young person was from a white or ‘other minority ethnic’ group and where there are key differences. 18 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 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 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
Page 70 and 71: Figure 4.11: Level of qualification
Page 72 and 73: • Over three-quarters of all youn
Page 74 and 75: Table 5.1: Current main activity Al
Page 76 and 77: Table 5.4: Current main activity, b
Page 78 and 79: Table 5.6: Current main activity, b
Page 80 and 81:
college for people with LDD, and we
Page 82 and 83:
transition plan to have sought advi
Page 84 and 85:
5.2.3 Ease of transition The majori
Page 86 and 87:
Table 5.14: Occupation/training typ
Page 88 and 89:
5.3.3 Method of jobsearch and advic
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• help to progress into work/trai
Page 92 and 93:
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
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years, often in quite productive ac
Page 100 and 101:
Table 5.25: Parent/carer view on ex
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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
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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
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
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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
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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
Page 150 and 151:
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
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
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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
Page 180 and 181:
Appendix Four: References Bignall T
Page 182:
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