Improving Transition Planning for Young People with Special Educational Needs

By Lesley Dee | Go to book overview

3 How the decisions were made

3.1 Introduction

In this chapter I explore the kinds of decisions that the young people and their families were making and how they were made. Broadly speaking, ideas about how decisions are made fall into two schools of thought: normative and descriptive (Bell et al. 1988). Baron (1988) describes normative theory as 'the theory of how we should choose among possible actions under ideal conditions. The best decision … is the one that best helps us to achieve our goals' (p. 48). Individuals weigh up the pros and cons of various courses of action using the information available to them. Governmental careers guidance and transition planning policies have been strongly influenced by normative or rational theories.

Descriptive approaches describe how people make decisions rather than how they should behave (Mellers et al. 1998). Descriptive models emphasize the messiness of the process and the potential for stress and anxiety. Decision making is influenced as much by affective and personality factors and past experiences as by logic. The extent to which we are motivated to make a decision is influenced by whether we feel in control and whether we feel that we are being presented with a genuine choice.

Why is it necessary to explore ideas about decision making in general in order to understand decision making during the transition from school? Jenkinson (1993) suggests that understanding more about the nature of general decision making helps professionals to provide better support both through how options are presented and by reducing the negative impact of external factors such as legal requirements or economic constraints. The bureaucracy associated with the decision-making processes can dominate and mask the complexity of what young people and their parents or carers are experiencing. The temptation to 'get the forms filled in' can distort proceedings to such an extent that the normal feelings of anxiety and worry that everyone experiences when making major life decisions are ignored and individual voices get lost. And yet what those voices have to say have the potential to make a profound difference to the decisions that are taken, the plans that are made and the nature of the support that is offered.

-28-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Improving Transition Planning for Young People with Special Educational Needs
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • List of Tables and Figures ix
  • Acknowledgements x
  • 1: Introduction 1
  • 2: The Policy Framework 18
  • 3: How the Decisions Were Made 28
  • 4: The Young People's Stories 44
  • 5: Listening to Parents 65
  • 6: Professionals, Policies and Procedures 78
  • 7: How to Improve Transition Planning 91
  • Appendix - Profiles of Casestudy Pupils and Their Families 109
  • References 113
  • Index 121
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 127

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.