A Transition Guide for All Services - Transition Information Network

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• lack of time or support to communicate (non-verbal)• no easy-to-read or accessible information is available.This means that the views of disabled young people are often notrepresented within these structures. Local authorities and partner agenciesneed to give further consideration to promoting the participation of allchildren and young people.Individual support to participate – advocacy‘For disabled young people with needs such as significant cognitive orcommunication impairments, the role of an advocate can be reallyimportant as the transition [to adulthood] can often mean change awayfrom those who know the young person and having to face unfamiliarpeople all at once.’ 39It is important for disabled young people to have a voice that is separatefrom that of their family. Advocacy support can often provide them with thehelp they need to independently communicate their thoughts andaspirations throughout and make the transition process less daunting.Chapter 3: Participation and further supportParticipation – young peopleEffective practiceA number of areas have set up specific projects to help disabled youngpeople to participate more fully in local community activity and specifically,in their transition planning. Advocacy services are used to support this workin a number of areas.Sunderland: City EqualsSunderland Youth Development Group is committed to workingwith disabled young people to ensure they can be activelyinvolved in decisions that affect them. City Equals is a group ofyoung disabled people who advocate for other young people,enabling their voices to be heard, understood and responded towithin the wider community, by linking into Sunderland YouthParliament, which in turn informs the Council’s work. All theyoung people in the group are going through the transitionprocess and much of the work they do helps them think aboutgrowing up and next steps. The group are also regularly asked bythe council to be involved in consultations about new services.39 ‘Moving intoadulthood: Youngdisabled people movinginto adulthood’,Foundations, Ref 512,Joseph RowntreeFoundation, June 2002Cambridge: Young People Speaking Up (YPSU)This service runs projects, campaigns and courses with 11–25 yearolds making the transition from school to college or work.Disabled young people are supported to explore their aspirationsand the options available to them, and then make some of thoseaspirations a reality. These aspirations and options are also fed48
into transition reviews, to ensure that the young people’s voicesare heard at the statutory planning stages for their futures.YPSU provides representation in two ways;• One-to-one advocacy service provides an independent ear foryoung people or support to speak up about somethingimportant to them.• Consultation service enables young people to represent theirpeers direct to service providers such as Connexions, socialservices, etc.Contact YPSU at www.speakingup.orgQuality standardsThere is a wealth of information and resources on planning and promotingthe participation of disabled young people. See the key resources list belowand the Resources section on page 71.Key legislation, guidance and resourcesThe Children Act 2004. Sets out the need for services to ascertain, sofar as is reasonably practicable and consistent with the child’s welfare,the wishes and feelings of a ‘child in need’. It also creates the post ofChildren’s Commissioner for England.Disability Discrimination Act 2005. Brings in new duties to promotethe equality of disabled people and their participation in local decisionmaking and for public bodies to provide evidence of this and otheractions.Education Act 1996. Special Educational Needs Code of Practice,2001, and the Education Act 2002 also uphold the principles ofparticipation.Involving Children and Young People in Meetings and Reviews, 2006,Yorkshire and Humber Regional Partnership and Barnardos. Guidancepack produced by Yorkshire and Humberside Partnership withBarnardos, which includes guiding principles for professionals,promises to children, good practice examples and links to furtherinformation: www.thepartnership-yh.org.ukParticipation Resources list. Regularly updated list of organisations andresources concerned with the participation of disabled children andyoung people. Council for Disabled Children. Available online fromwww.ncb.org.uk/cdcChapter 3: Participation and further supportParticipation – young peopleFurther information on legislation and guidance can be found in theresources pages at the back and in Appendices 1 and 2.49
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All young people have dreams and as
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© 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 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
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 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
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Page 82 and 83: Seven Principles For Inclusive Tran
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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
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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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