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

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Table 4.9: Coverage of transition planning meeting All Statemented Special school Not statemented Mainstream school N = % % % % % Continuing my education 458 46 49 43 52 42 What information I needed to make choices How to develop hopes and aspirations for the future Ways that other people/ agencies would work together to help me Local arrangements for support, advocacy, advice 443 45 44 47 39 48 307 32 30 33 28 33 142 14 15 11 17 12 129 13 14 11 13 12 Speaking up for myself 118 12 12 12 13 12 Information about benefits 95 10 10 9 12 8 Transport issues 103 9 12 5 15 7 Health or welfare needs 103 9 13 4 18 5 Other independent living skills 81 7 10 4 13 5 Leisure and social opportunities 73 7 8 6 Any technological aids I needed 61 6 7 3 7 5 Transferring from children to adult health/social services 50 4 7 0 12 1 Future housing options 39 4 5 1 8 2 Adult sexuality/relationships 35 3 4 3 6 2 Other 45 5 4 6 3 6 Don't know/can't remember 156 15 17 12 82 13 N = 984 730 207 376 608 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 forming adult relationships. During the survey, young people were asked to list the main issues or topics covered in the transition review meeting and the results are presented in Table 4.9. Almost half of all young people who could remember attending the transition meeting reported that it had covered how they could continue with their education, and a similar proportion said it had supplied the information they needed to make choices about the future. Nearly one-third of these young people also recalled that the meeting had included how to develop their hopes and aspirations for the future. Other topics that were covered in the transition meeting included: Post-16 Transitions of Young People with SEN: Wave 2 35
• inter-agency support • local arrangements for support, advocacy and advice • speaking up for themselves • benefits advice. More than ten per cent of young people reported that these issues were covered in their transition review meeting. Not surprisingly, young people with a statement of SEN were slightly more likely to have discussed transport issues, health or welfare needs, other independent living skills, and transferring from child to adult health and social services than young people without a statement. This was also the case for young people in special schools compared to their counterparts in mainstream schools. Young people in special schools were also more likely to recall talking about continuing their education compared to young people in mainstream schools (52 per cent compared to 42 per cent). Parental/carer recall of what was contained within the transition plan also broadly agrees with that of the young person. Parents/carers were more likely, however, to emphasise that the plan included how the young person would continue their education (63 per cent of parents/carers said this was included in the plan compared to 46 per cent of young people) and how other agencies would work together to help their child (reported by 28 per cent of parents/carers compared to 14 per cent of young people). Table 4.10 illustrates the topics covered during the transition planning review according to young people’s SEN. It is interesting to note that, in the main, similar proportions of young people covered the same issues in the review, regardless of SEN. Having said this, young people with behavioural, emotional or social development needs were less likely to recall discussing continuing their education as part of their review, than young people with other types of SEN. Conversely, young people with sensory and/or physical disabilities were more likely to recall discussing how to develop hopes and aspirations for the future than other SEN groups. 36 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 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 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
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• colleges (33 per cent of parent
Page 118 and 119:
published information against just
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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,
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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
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
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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
Page 170 and 171:
Gareth is a young man with learning
Page 172 and 173:
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
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Appendix Four: References Bignall T
Page 182:
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