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

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Table 4.10: Coverage of transition planning meeting, by SEN (per cent) Communication and Interaction Cognition and learning Sensory and/or physical Behaviour / emotional/social development Continuing my education 51 46 54 41 What information I needed to make choices 48 45 45 41 How to develop hopes and aspirations for the future 30 29 47 32 Ways that other people/ agencies would work together to help me 17 12 19 15 Local arrangements for support, advocacy, advice 17 11 10 13 Speaking up for myself 11 12 11 12 Information about benefits 13 8 7 9 Transport issues 11 8 16 9 Health or welfare needs 12 8 15 11 Other independent living skills 8 7 12 9 Leisure and social opportunities 6 7 7 9 Any technological aids I needed 5 5 17 5 Transferring from children to adult health/social services 5 5 5 4 Future housing options 3 3 8 4 Adult sexuality/relationships 6 2 5 3 Other 1 6 4 6 Don't know / can't remember 15 15 10 18 N = 214 485 79 131 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 4.3 Careers support 4.3.1 Recall of careers support Young people were asked more specifically about the careers support they had received in Year 11 of compulsory schooling and over three-quarters of young people taking part in the Wave 2 survey recalled having a discussion with someone from the Careers Service or Connexions about their future. However, more than one in five young people also reported that they had not had any such discussion or could not remember having it (Table 4.11). Post-16 Transitions of Young People with SEN: Wave 2 37
Table 4.11: Young person’s recall of Year 11 discussion with Careers Service/Connexions personnel N = % Yes 1,450 78 No 301 16 Don't know/can't remember 123 6 Total 1,874 100 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Young people in mainstream schools were slightly more likely to recall having this type of discussion with someone from the Careers Service/Connexions than young people in special schools (80 per cent of young people in mainstream schools compared to 70 per cent of young people in special schools could recall this type of meeting). However, no other real differences were observed for any other particular sub-groups of young people. Although approximately twenty per cent of young people in the survey were studying in LEAs covered by a Connexions partnership during Year 11, similar proportions of young people in Connexions areas (80 per cent) and non- Connexions areas (77 per cent) recalled having a specific discussion with someone about their future or career. Almost three-quarters of young people who recalled having a discussion about their future with someone from the Careers Service or Connexions said that this discussion had been fairly or very helpful (see Figure 4.2) and no real differences were observed according whether young people had statements of SEN or not, or attended special schools or mainstream schools Figure 4:2: Helpfulness of Year 11 discussion with Careers Service/Connexions personnel Very helpful 24% Not at all helpful 6% Not very helpful 18% Fairly helpful 48% Don't know/can't remember 4% N = 1,450 Percent Source: IES/MORI 2003 38 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 48 and 49: Table 4.9: Coverage of transition p
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,
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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
Page 166 and 167:
• 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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