A Transition Guide for All Services - Transition Information Network

More documents

Recommendations

Info

Chapter 1: The transition processPerson-centred approachesKey legislation, guidance and resourcesDisability Discrimination Act 1995 as amended by the SpecialEducational Needs and Disability Act 2001 and the DisabilityDiscrimination Act 2005 and associated guidancePart 4 of the DDA 1995 (as amended) sets out the responsibilities ofschools, colleges, higher education institutions and local educationauthorities in relation to disabled pupils and students.Learning and Skills Act 2000 – Sets out the LSC’s and post-16education providers’ duties to provide sufficient and adequate qualityprovision for learners with learning difficulties14–19 Implementation Plan, 2005, DfES from the 14–19 Education andSkills White Paper, 2005, DfESRevised Code of Practice for Providers of Post-16 Education and RelatedServices, 2007, Disability Rights CommissionA new deal for welfare: Empowering people to work, Green Paper, 2006,DWP. Sets out the government’s plans for welfare reform, including thereform of incapacity benefit and the introduction of employmentprogrammes to help people on benefits to find workFurther Education: Raising Skills, Improving Life Chances, 2006 outlines therole of the FE system including that for disabled learners, LSCThe needs of disabled students in further and higher education, 2006,information booklet, Skill: National Bureau for Students withDisabilities. www.skill.org.ukThrough Inclusion to Excellence, 2005, LSC. Reviews post-16 learning andskills provision for learners with learning difficulties and/or disabilitiesand makes recommendations for improving quality and choiceTransition to post-16 education, 2007 Skill: National Bureau for Studentswith Disabilities. www.skill.org.ukThe RITE transition: the only way forward, 2006, Dare Foundation and AceCentre www.ace-centre.org.ukFurther information on legislation and guidance can be found in theresources pages at the back and in Appendices 1 and 2.Person-centred approaches‘Person-centred approaches are ways of commissioning, providing andorganising services rooted in listening to what people want, to help themlive in their communities as they choose.’ 1515 Planning with People:Towards person-centredapproaches: guidancefor implementationgroups, 2002, DH?WhoDisabled young people, families and friends, all professionals working withthem?WhereAll services and locations where disabled young people can access support20
IntroductionFor the transition process to be truly person-centred, young people musthave access to information that helps them understand what happens attransition, how to participate in the planning process, and how to makeinformed decisions about their future.What are person-centred approaches?There are a number of different tools used to carry out planning usingperson-centred approaches. Among others, these include Circles of Support,PATH (Planning Alternative Tomorrows with Hope), Essential LifestylePlanning, Personal Futures Planning, and Personal Portfolios. Each of thesemethods are being used around the country to best meet the needs ofdisabled young people. Although the use of person-centred approaches arestill relatively new, they share a set of principles, as set out below.1 The person is at the centrePerson-centred approaches are rooted in the principles of shared power andself-determination. Built into the process of person-centred approaches area number of specific features designed to shift the locus of power andcontrol towards the person. Simple, practical examples of this are:• as far as possible the person is consulted throughout the planning process• the person chooses who to involve in the process• the person chooses the setting and timing of meetings.Chapter 1: The transition processPerson-centred approaches2 Family members and friends are partners in planningPerson-centred approaches take into account the context of a person’sfamily and community. It is therefore not just the person themselves that weseek to share power with, but also their family, friends and other peoplefrom the community who the person has invited to become involved.Person-centred approaches start from the assumption that families want tomake a positive contribution and have the best interests of the person atheart, even if they understand those best interests differently from otherpeople.3 The plan reflects what is important to the person (now or forthe future), their capacities, and what support they requireIn using person-centred approaches we seek to develop a better, sharedunderstanding of the person and their situation. The planning process canbe powerful – people’s views change, new possibilities emerge, alliances arecreated, support is recruited, and energy is gathered and focused. Theresulting person-centred plan will describe what is important to the person,their aspirations and the supports that they require.4 The plan helps build the person’s place in the community andhelps the community to welcome them. It is not just aboutservices; it reflects what is possible, not just what is available.The focus of person-centred approaches are about getting a sharedcommitment to actions that have a bias towards inclusion. In this context,21
Page 3: All young people have dreams and as
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
Page 21: Disabled young people with looked a
Page 24 and 25: The Connexions PA should seek the a
Page 26 and 27: IntroductionPlanning for the future
Page 28 and 29: Access to WorkDisabled young people
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
Page 38 and 39: • Regional Partnerships www.teach
Page 40 and 41: Chapter 2: Overview of statutory se
Page 42 and 43: Effective practiceHertfordshire is
Page 44 and 45: Chapter 2: Overview of statutory se
Page 46 and 47: disabled young people and their fam
Page 48 and 49: and information and data shared as
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
Page 56 and 57: links into the development of the c
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
Page 68 and 69: ?WhoDisabled young people, families
Page 70 and 71: Education and Inspections Act 2006N
Page 72 and 73: Youth Matters 2005 and Youth Matter
Page 74 and 75: Chapter 3: Participation and furthe
Page 76 and 77: Care homesRegistered care homes usu
Page 78 and 79: On leaving formal full-time educati
Page 80 and 81:
It also states that local authoriti
Page 82 and 83:
Seven Principles For Inclusive Tran
Page 84 and 85:
Pathways to success - A good practi
Page 86 and 87:
Chapter 3 Participation and further
Page 88 and 89:
APPENDIX 1Legislation and guidance
Page 90 and 91:
Table 2 Year 9AgencyResponsibilityL
Page 92 and 93:
Table 3 Year 10 and 11AgencyRespons
Page 94 and 95:
Table 4 Year 12 onwardsAgencyRespon
Page 96 and 97:
APPENDIX 2Legislation, guidance and
Page 98 and 99:
The Children Act 1989Provides the f
Page 100 and 101:
Carers and Disabled Children Act 20
Page 102 and 103:
Guidance and government reportsEver
Page 104 and 105:
Valuing People: A New Strategy for
Page 106 and 107:
Promoting Disability Equality in Sc
Page 108 and 109:
Table of assessmentsThe key agencie
Page 110 and 111:
Appendix 3: AssessmentsChildren’s
Page 112 and 113:
AimSection 140 Assessments provide
Page 114 and 115:
APPENDIX 4Practice examplesAppendix
Page 116 and 117:
3 Yorkshire and Humberside Partners
Page 118 and 119:
Appendix 4Appendix 4: Practice exam
Page 120 and 121:
• Parent/carer consultation• Yo
Page 122 and 123:
APPENDIX 5Post-16 benefits andeduca
Page 124 and 125:
APPENDIX 6Quality standard checklis
Page 126 and 127:
Appendix 6: Quality standard checkl
Page 128 and 129:
A8. Effective transition reviews -
Page 130 and 131:
A12. Effective transition reviews (
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Connexions, information advice and
Page 140 and 141:
C3. Providing direct payments 3 - c
Page 142 and 143:
Page 144:
C11. Access to transport - assessme
show all

A Transition Guide for All Services - Transition Information Network

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?