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

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