A Transition Guide for All Services - Transition Information Network

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Access to WorkDisabled young people who are in work may be able to claim support fromthe Access to Work initiative, which can provide equipment and a widerange of other services to support them in their job. The disabilityemployment adviser (DEA) at the Jobcentre Plus office can put young peoplein touch with the closest Access to Work Business Centre. For moreinformation see www.jobcentreplus.gov.uk.Chapter 1: The transition processPost-16 optionsSources of careers advice• The Connexions service provides careers information and advice and isavailable for young disabled people between the ages of 13 and 24 years.www.connexions.gov.uk• The Nextstep service is funded by the LSC and is available to adults age20 and over. Eligibility may depend on current qualification levels. Servicesinclude information and advice on choosing a career and the provision ofguidance software such as Adult Directions. www.nextstep.org.uk• Learn Direct is a national organisation which provides a number ofservices, including information about course providers and qualificationsneeded to pursue particular careers. It can also direct young peopletowards further sources of careers advice. www.learndirect.co.uk• Disability Employment Advisors (DEAs) at Jobcentre Plus offices cancomplete a work assessment to help young people identify the type ofwork they would like and what they need to do to get it.www.jobcentreplus.gov.ukCurrent developmentsLearning for Living and Work, the LSC national strategy for its fundingand planning of provision for disabled learners was published in October2006. The strategy states that provision for disabled young peopleshould challenge them and provide a sense of achievement, increasetheir personal autonomy and ensure they progress to new opportunitiesand experiences. The LSC will also set up the first ‘national learners withdisabilities panel’ in 2007 to listen to learners and what they need. TheDCSF, DH and DWP have published Progression Through Partnership, ajoint strategy for shared funding and planning for disabled learners. Formore information see www.dcsf.gov.ukEffective practiceImproving Choice Pathfinder – LSC East of England RegionThe Improving Choice Pathfinder was established to enabledisabled young people aged 16–25 to access FE learningopportunities across the region. The project was set up inresponse to the lack of specialist provision in the area, whichmeant many disabled young people had to take up out-of-regionplacements rather than attending local colleges.18
The Pathfinder is supported by £3.6 million of national LSC funds,which are being used to develop and implement support fordisabled learners both in their learning experience and inproviding collaborative support from different agencies.In Suffolk, there is a three-pronged approach to ImprovingChoice, which seeks to address the development of provision,planning and support.• Three transition brokers have been appointed (funded by theSuffolk Improving Choice Pathfinder) and are located in the threenew Suffolk County Council Social Care Transition Teams. Thebrokers will be the point of entry for young people and will workwith them through the schools to plan to meet needs and goals.• A Development and Training Unit (DTU) has been establishedunder the leadership of Sue Chesworth, head teacher at BelsteadSchool. The DTU will look at issues of provision, and gaps inprovision, and seek to upskill providers to meet young people’sneeds and ensure sustainability of the Pathfinder.One of the key messages of the government’s Valuing People White Paper isthe need to increase the number of disabled people in employment. 14 Thebenefits of work can be significant, giving people independence, choice,self-esteem and financial stability. At transition, it is therefore important thatlocal authority professionals involved in the process understand theemployment options available to young people and can signpost them tothe sources of information, advice and guidance they require. They mustalso ensure that while still at school disabled young people have theopportunity and experiences to develop the skills employers need.Chapter 1: The transition processPost-16 optionsHigher educationMany disabled young people want to explore options to go on to highereducation. This is very much still part of their transition to adulthood andthe agencies offering support and advice, for example the Connexionsservice, need to ensure they can continue to support disabled young peoplein making choices and achieving their aims – up to their 25th birthday ifneeded. These aspirations need to start being raised from Year 9. For furtherinformation on duties and options in higher education for disabled students,visit the Skill website: www.skill.org.uk.Further examples of effective practice are available fromwww.transitioninfonetwork.org.uk.14 Valuing People:A new strategy forlearning disability for the21st century, 2001, DHQuality standards checklistQuality standards Checklist A13 in Appendix 6 gives information ondeveloping local choice and opportunities to support disabled young people.19
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Page 6 and 7: © Crown copyright 2007This handboo
Page 8 and 9: ContentsIntroduction 1Chapter 1 The
Page 10 and 11: AcknowledgementsWritten byHelen Whe
Page 12: Why is transition so difficult to g
Page 15 and 16: Like transition itself, developing
Page 17 and 18: Developing a local transition pathw
Page 19 and 20: Transition reviews‘A distinguishi
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Page 24 and 25: The Connexions PA should seek the a
Page 26 and 27: IntroductionPlanning for the future
Page 30 and 31: Chapter 1: The transition processPe
Page 32 and 33: services are only part of what peop
Page 34 and 35: Key legislation, guidance and resou
Page 36 and 37: ?WhoDisabled young people, families
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Page 40 and 41: Chapter 2: Overview of statutory se
Page 42 and 43: Effective practiceHertfordshire is
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Page 46 and 47: disabled young people and their fam
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Page 50 and 51: For many disabled young people and
Page 52 and 53: Leeds Young Adults TeamSince 1988 t
Page 54 and 55: IntroductionCareers and guidance pr
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Page 58 and 59: • lack of time or support to comm
Page 60 and 61: Participation of families in the tr
Page 62 and 63: The Trust funds a Contact a Family
Page 64 and 65: Wiltshire’s Transitions Strategy
Page 66 and 67: Workers meet regularly to share lea
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On leaving formal full-time educati
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It also states that local authoriti
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Seven Principles For Inclusive Tran
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Pathways to success - A good practi
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Chapter 3 Participation and further
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APPENDIX 1Legislation and guidance
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Table 2 Year 9AgencyResponsibilityL
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Table 3 Year 10 and 11AgencyRespons
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Table 4 Year 12 onwardsAgencyRespon
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APPENDIX 2Legislation, guidance and
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The Children Act 1989Provides the f
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Carers and Disabled Children Act 20
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Guidance and government reportsEver
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Valuing People: A New Strategy for
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Promoting Disability Equality in Sc
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Table of assessmentsThe key agencie
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Appendix 3: AssessmentsChildren’s
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AimSection 140 Assessments provide
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APPENDIX 4Practice examplesAppendix
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3 Yorkshire and Humberside Partners
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Appendix 4Appendix 4: Practice exam
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• Parent/carer consultation• Yo
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APPENDIX 5Post-16 benefits andeduca
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APPENDIX 6Quality standard checklis
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Appendix 6: Quality standard checkl
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A8. Effective transition reviews -
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A12. Effective transition reviews (
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Connexions, information advice and
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C3. Providing direct payments 3 - c
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C11. Access to transport - assessme
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A Transition Guide for All Services - Transition Information Network

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