1.1 Why this bookThis book is about how decisions are reached about the post-school destinations of young people described as having special educational needs. I
became interested several years ago when I noticed that young people with
very similar needs from two different schools in the same local authority
followed very different routes when they reached the age of 16. In one
instance most stayed on at school while in the other the majority left and
went to the local college. Why was this? What influenced these decisions?
And more importantly who was making the decisions and why?The research on which the book is based lasted three years during which I
followed the stories of 12 young people as they prepared to leave school. I
wanted to discover how decisions were taken about what they would do and
where they would go as well as the influences on those decisions. But I also
wanted to know what could be done to improve the process not just at the
point of leaving school but throughout the transition from school to adult
life. As with all research the situation has changed since the information was
collected and some things may well have improved. Despite this, many issues
and problems remain and my hope is that this book will contribute to the ongoing debate about how best to improve planning for transition as well as
providing some ideas for practitioners who want to make a difference.Over the last 25 years there have been a number of enquiries into the
post-school destinations of young adults with learning difficulties and/or
disabilities in the UK (Anderson and Clarke 1982; Walker 1982; Clarke and
Hirst 1989; Riddell et al. 1993; Armstrong and Davies 1995; Hornby and Kidd
2001). This research has confirmed what is generally held to be the case that
|• ||disabled people including those with learning difficulties are grossly
disadvantaged in the labour market;|
|• ||the demands of the labour market are changing; and|
|• ||having a job does not necessarily guarantee a good quality of life.|
In recent years policy makers have turned their attention to the quality of
support that is available to young people with special educational needs and
their families during the transition from school. There has been a plethora of
policy initiatives, discussed in more detail in Chapter 2. There remains
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Improving Transition Planning for Young People with Special Educational Needs.
Contributors: Lesley Dee - Author.
Publisher: Open University Press.
Place of publication: Maidenhead, England.
Publication year: 2006.
Page number: 1.
This material is protected by copyright and, with the exception of fair use, may
not be further copied, distributed or transmitted in any form or by any means.