A Transition Guide for All Services - Transition Information Network

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Valuing People: A New Strategy for Learning Disability for the21st Century, March 2001• sets out the new vision for services under the four key principles ofRights, Independence, Choice and Inclusion• highlights the issues young people face in transition and sets an objective‘As young people with learning disabilities move into adulthood, toensure continuity of care and support for the young person and theirfamily; and to provide equality of opportunity in order to enable as manydisabled young people as possible to participate in education, training oremployment.’• highlights the role of Connexions, including their responsibilities to youngpeople up to the age of 25• describes the responsibilities of Learning Disability Partnership Boards for– establishing frameworks for Person-centred Planning which will buildon the assessment and planning work undertaken by Connexions– identifying a person with lead responsibility for transition• notes the importance of continuity in health care• sets an objective ‘To enable more people with learning disabilities toparticipate in all forms of employment, wherever possible in paid work,and to make a valued contribution to the world of work’.www.valuingpeople.gov.ukAppendix 2: Legislation, guidance and reportsOur health, our care, our say: a new direction for communityservices, Health White Paper, 2006, Department of Health (DH)Directors of Adult Care Services (DASS) to play a central role in ensuring thatarrangements are in place to support disabled young people during thetransition to adult services, working with directors of children’s services.Department for Education and Skills and other stakeholders to implementthe standard on disabled children in the National Service Framework forchildren, young people and maternity services and the recommendations inthe Prime Minister’s Strategy Unit report, Improving the Life Chances ofDisabled People, to improve the support for disabled children and theirfamilies and to provide advice and support for disabled young peoplemaking the transition to adult services.Our health, our care, our say: Making it happen, 2006, DHImplementation details for the White Paperwww.dh.gov.uk/publicationsandstatistics/publications/publicationsstatistics/index.htmAppendix 2Working Together: Giving Children and Young People a Say,2004, DfESWorking Together is statutory guidance for Local Education Authorities,governing bodies and schools, to promote and encourage the participationof pupils in decisions which affect them, as required under the EducationAct 2002.www.teachernet.gov.uk94
Learning to Listen – Core Principles, 2001, [Children and YoungPeople’s Unit]Sets out core principles for participation and a common framework toincrease the involvement and participation of children and young people inthe design and delivery of policy and services which affect them.www.dfes.gov.uk/listeningtolearn/downloads/LearningtoListen-CorePrinciples.pdfYouth Matters, Youth Green Paper, 2005, DfESYouth Matters, Next steps, 2006, DfESYouth Matters, sets out plans for ‘Youth Opportunity Funds’ in each localarea. Also, sets out the government’s plans for the future of IAG. YouthMatters, Next Steps, 2006, and the Quality Standards for Young People’sInformation, Advice and Guidance consultation document (2006, DfES)confirms how it proposes to take these plans forward. This includes:• responsibility for IAG and the funding that goes with it will be devolvedfrom Connexions to local authorities through children’s trusts, schools andcolleges• schools and colleges will have the right to commission IAG directly fromlocal providers, including existing Connexions services• it is proposed agencies will have an option on whether to provide onlybasic information to young people or, a higher, more comprehensive levelof IAG service.For further information on the outcome of this consultation and updates onthe changes to the Connexions service see www.dcsf.gov.uk.Assessment of Young People with LDD (Connexions) February2004• revised guidance including carrying out Section 140 [Learning and SkillsAct 2000] assessments which sets them in the context of wider transitionplanning• highlights that assessments must be carried out for young people withStatements in their last year of compulsory schooling and for those withSEN but without Statements• sets out the need for Connexions and the local Learning and SkillsCouncil, (LSC), to agree a format for S140 Assessments and to have amechanism in place for influencing future service provision.Appendix 2: Legislation, guidance and reportsInformation to Support Connexions Partnerships in their Workwith Young People with LDD September 2002• sets out the legal framework and the requirements of Connexions in theirwork with young people with LDD• Sets out a framework for supporting young people placed out of area intransition and the responsibilities of home and host PAs. Thearrangements are flexible but put most responsibility with the ‘host’ PA tocarry out assessments and attend reviews. However, the ‘home’ PA isexpected to attend the final review if the young person is expected toreturn to their home area.http://www.connexions.gov.uk/partnerships/publications/connexpubs/Appendix 295
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All young people have dreams and as
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© Crown copyright 2007This handboo
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ContentsIntroduction 1Chapter 1 The
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AcknowledgementsWritten byHelen Whe
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Why is transition so difficult to g
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Like transition itself, developing
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Developing a local transition pathw
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Transition reviews‘A distinguishi
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Disabled young people with looked a
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The Connexions PA should seek the a
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IntroductionPlanning for the future
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Access to WorkDisabled young people
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Chapter 1: The transition processPe
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services are only part of what peop
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Key legislation, guidance and resou
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?WhoDisabled young people, families
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• Regional Partnerships www.teach
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Chapter 2: Overview of statutory se
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Effective practiceHertfordshire is
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Chapter 2: Overview of statutory se
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disabled young people and their fam
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and information and data shared as
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For many disabled young people and
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Leeds Young Adults TeamSince 1988 t
Page 54 and 55: IntroductionCareers and guidance pr
Page 56 and 57: links into the development of the c
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Page 60 and 61: Participation of families in the tr
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Page 68 and 69: ?WhoDisabled young people, families
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Page 88 and 89: APPENDIX 1Legislation and guidance
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Page 92 and 93: Table 3 Year 10 and 11AgencyRespons
Page 94 and 95: Table 4 Year 12 onwardsAgencyRespon
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Page 110 and 111: Appendix 3: AssessmentsChildren’s
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