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

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difficulties. The less common forms related to sensory or physical disabilities: eight per cent of parents/carers reported that the young person had physical disabilities; and slightly smaller proportions reported that the young person had hearing or visual impairments (seven and four per cent respectively). It is possible to get a sense of the degree to which young people had multiple needs by considering the number of specific special educational needs that were reported by the parent/carer. Half of parents/carers who were able to identify the specific types of needs held by the young person reported more than one specific need (Table 3.3). Just over one in ten parents/carers reported that the young person was affected by four or more specific types of need. Parents were asked if they could identify the main special educational need experienced by the young person. The results (detailed in Table 3.4 and Table 3.5) show that the most common special educational need cited by parents/carers was a ‘learning difficulty’. Over half of parents/carers responding to this question (54 per cent) noted that the young person experienced problems primarily in the area of cognition and learning (Table 3.5). Data on whether the young person had a statement of special educational needs were also collected. A statement of special educational needs 1 is a document that sets out the young person’s needs and any special help or support that the young Table 3.3: Parent/carer recall of number of specific special educational needs N = % One 811 49 Two 449 27 Three 203 12 Four or more 187 11 All cases 1,650 100 Base – excludes those not reporting any specific need. Percentages may not total to 100 due to rounding Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 1 A statement of special educational needs is a legal document, drawn up by an LEA, that sets out a young person’s needs and any special provision required to meet those needs. Statements are for young people whose needs cannot reasonably be provided for within the resources normally available to Mainstream schools. An LEA is under a duty to arrange the educational provision set out in a statement. Post-16 Transitions of Young People with SEN: Wave 2 19
Table 3.4: Parent/carer recall of young person’s main special educational needs in Year 11 N = % Dyslexia 298 18 Mild learning difficulties 226 16 Moderate learning difficulties 277 16 Behavioural, emotional or social difficulties 124 8 Severe learning difficulties 136 6 Specific learning difficulties 63 3 Dyspraxia 45 3 Attention Deficit Disorder/Attention Deficit and Hyperactivity 49 3 Physical disabilities 65 3 Hearing impairments 53 3 Speech and language difficulties 68 3 Medical problems 54 3 Profound and multiple learning difficulties 35 2 Autistic Spectrum Disorders 44 2 Visual impairments 21 1 Other 74 5 Don't know 19 2 Don't know but learning related 18 1 None 17 1 Total 1,686 100 Note: All percentages are weighted percentages, unless otherwise stated Source IES/MORI 2003 Table 3.5: Parent/carer recall of main SEN difficulty at school (broad definition) person should have. N= % Cognition and learning 917 54 Communication and interaction 363 21 Behaviour, emotional and social development 284 19 Sensory and/or physical 122 6 Total 1,686 100 Note: All percentages are weighted percentages, unless otherwise stated Source IES/MORI 2003 Table 3.6 shows that just over half (51 per cent) of young people taking part in the survey did not have a statement of SEN. Just over four in ten young people participating in Wave 2 had a statement of SEN. 20 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 30 and 31: 3. Characteristics of Young People
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
Page 98 and 99:
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
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had not had any subsequent contact
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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
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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
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
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
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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
Page 156 and 157:
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
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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