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

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Table 3.10: Change in SEN status N = % No Change / Don’t know 1,015 59 Change reported 671 41 Of which A lot better 358 57 Slightly better 205 29 Neither better nor worse 35 5 Worse 70 9 Don't know 3 * Total 671 100 Note: All percentages are weighted percentages, unless otherwise stated * - less than 0.5 per cent Table 3.11: Change in SEN status by main SEN type in Year 11 Post-16 Transitions of Young People with SEN: Wave 2 23 Yes % No % Don't know % Total N = Behavioural, emotional or social difficulties 60 38 2 124 Mild learning difficulties 55 41 3 226 Specific learning difficulties 54 45 2 63 Medical problems 50 46 4 54 Attention Deficit Disorder/Attention Deficit and Hyperactivity 48 48 4 49 Moderate learning difficulties 42 55 3 277 Speech and language difficulties 42 58 0 68 Dyspraxia 40 57 2 45 Visual impairments 39 50 11 21 Dyslexia 36 62 2 298 Autistic Spectrum Disorders 32 68 0 44 Hearing impairments 30 70 0 53 Profound and multiple learning difficulties 29 71 0 35 Severe learning difficulties 22 75 4 136 Physical disabilities 19 79 2 65 Other 41 42 17 74 Don't know 20 36 44 19 Don't know but learning related 20 70 10 18 None 21 54 25 17 Total 41 54 4 1,686 Note: All percentages are weighted percentages, unless otherwise stated Source IES/MORI 2003
Over half (55 per cent) of those reporting that the young person had a mild learning difficulty suggested that there had been a change in the circumstances since Year 11, while among those reporting severe learning difficulties, however, the proportion is less than a quarter (22 per cent). Although the base figures are low, the results in Table 3.12 suggest that among those categories in which parents/carers were the most likely to report a change (behavioural, emotional or social difficulties/mild learning difficulties) the change in the young person’s condition was likely to be positive. However, in the categories in which a change was less often identified (eg Table 3.12: Specific changes in SEN, by the main type of special educational need in Year 11 A lot better % Slightl y better % Neither better nor worse % Worse % Don't know % Mild learning difficulties 72 22 2 1 2 125 Speech and language difficulties 63 25 4 8 0 25 Behavioural, emotional or social difficulties Total N = 61 27 2 7 2 67 Dyslexia 53 36 8 3 0 115 Attention Deficit Disorder/Attention Deficit and Hyperactivity 52 22 9 17 0 25 Medical problems 50 23 4 23 0 27 Autistic Spectrum Disorders 50 8 8 33 0 13 Moderate learning difficulties 49 39 5 7 0 112 Specific learning difficulties 47 40 3 10 0 34 Dyspraxia 44 44 6 6 0 16 Visual impairments 38 50 0 13 0 8 Physical disabilities 36 18 9 36 0 12 Severe learning difficulties 35 26 13 26 0 29 Hearing impairments 33 47 13 7 0 15 Profound and multiple learning difficulties 0 29 29 43 0 8 Other 78 9 0 13 0 29 Don't know 60 0 0 40 0 3 Don't know but learning related 80 20 0 0 0 4 None 100 0 0 0 0 4 Total 57 29 5 9 1 671 Note: All percentages are weighted percentages, unless otherwise stated Source IES/MORI 2003 24 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 32 and 33: difficulties. The less common forms
Page 34 and 35: Table 3.6: Statement of special edu
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
Page 90 and 91:
• 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
Page 102 and 103:
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
Page 112 and 113:
met by his special school sixth for
Page 114 and 115:
education since their child left Ye
Page 116 and 117:
• 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
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
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• 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 180 and 181:
Appendix Four: References Bignall T
Page 182:
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