A Transition Guide for All Services - Transition Information Network

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Promoting Disability Equality in Schools and Early Years Settings2006, Department for Education and SkillsThese guidance materials explain how the Disability Equality Duty (DED) can beimplemented by schools and early years settings. The Disability Equality Dutydoes not bring in new rights for disabled people, but it does require schools totake a more proactive approach to promoting disability equality andeliminating discrimination. This guidance looks at pre-existing duties to bringgreater benefits to disabled children and young people, staff, parents andothers by considering disability equality from the start and at every level of theschool. This resource will be added to periodically.For more information go to www.teachernet.gov.uk/wholeschool/sen/disabilityandthedda/guidancedisabilityequalityinschoolsBest practice guidance on the role of Director of Adult SocialServicesEvery local authority has a Director of Adult Social Services post.Responsibilities include:• adult social services, with specific role in developing support and workingwith partner agencies to make transition to adult services successful.www.dh.gov.uk/en/publicationsandstatistics/index.htmAppendix 2: Legislation, guidance and reportsFor further information on up and coming new legislation andguidance see www.commonsleader.gov.uk andwww.everychildmatters.gov.ukAppendix 296
APPENDIX 3Assessments at transitionAssessment processes and Information sharingTwo relatively new developments in gathering, storing and sharing informationare being implemented in local authorities. The Common AssessmentFramework and the Integrated Children’s System. They are described below.Common Assessment Framework (CAF) for Children and YoungPeopleThe implementation of the CAF is underway with local areas finding ways toestablish this standardised tool most effectively to meet local need and aspart of introducing children’s trust arrangements by 2008. The process isdesigned to gather information from families, to more quickly identifychildren with additional needs. For most disabled children, the CAF works asan initial process, leading to more specialist assessments as needed. Forexample; access to speech and language therapy services.For more information: www.everychildmatters.gov.uk/deliveringservices/caf/Integrated Children’s System (ICS)The ICS aims to promote better outcomes for children in need. Localauthorities are expected to have the computer software in place to supportthe ICS for all new referrals. Children’s social care services are at the hub ofimplementing the system and working with it. A number of authoritiesacted as pilots for the ICS and identified a range of strategies which theyfound are needed to involve all agencies effectively and make the systemwork. These strategies included:• establishing interagency steering groups• developing interagency briefing and training sessions• using specialist staff to act as champions for each agency• focusing on opportunities to share information electronically.Developing a systematic approach to gathering and keeping informationacross key agencies should lead to a better, more coordinated responsewhen families request support. The new systems will also hopefully improvethings like: clashing hospital appointments, reasonable notice of SENReviews and planning meetings, and more transparency in how services areallocated. For more information: www.everychildmatters.gov.uk/socialcare/icsAppendix 3: Assessments1 Research with localparents groups, 2005,Council for DisabledChildren, Unpublished.Core Assessments at TransitionParents consistently say that a simpler, combined assessment process wouldimprove the quality of their families’ life more than almost anything else. 1 97Appendix 3
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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
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IntroductionCareers and guidance pr
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Page 92 and 93: Table 3 Year 10 and 11AgencyRespons
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