Improving Transition Planning for Young People with Special Educational Needs

By Lesley Dee | Go to book overview
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Index
about this book
aims 2
arguments explored in 8–9
improving transition planning 2
rationale 1–2
research basis 1
structure 2
Access to Work 10
adolescence 5, 7–8
adult status and 58–9
adulthood 5
employment as marker for 9–10
job as indicator of 58
Andrew Bailey 12, 31–2, 41, 49–50, 59, 61, 62, 64, 81–2
identity, expressing and seeking 47–8, 53
profile 109
APIR (assessment, planning, implementation and review) 103
biology 6
Bronfenbrenner's ecosystemic theory 44, 46
Centre for Educational research and Innovation (CERI) 5, 10
Children Act (DfES, 2004) 23, 25, 75
Children and Young People's Plans 25, 104
Children (Leaving Care) Act (DoH, 2001) 23
Children's Act (DoH, 1989) 23
Children's Trusts 25, 75, 79, 105
citizenship, role of curriculum in fostering 92, 93–4
Code of Practice (DfE, 1994) 19
Code of Practice (DfES, 2001) 3, 4, 5, 65, 74, 78, 80, 102
college microsystem 46
coming of age, markers for 7–8
community, curriculum emphasis on 94
Connexions Services 4, 19, 21, 25, 26, 75, 79, 103
APIR (assessment, planning, implementation and review) 103
future, new service arrangements and 106–7
person-centred aims 106
Connexions Strategy 20–21
Costas Demetrios 12, 32–3, 46, 49, 59, 64, 67
negative attitudes of professionals, difficulties in overcoming 87–8
profile 109
curriculum
activities and new possibilities 97
adapting to change 99
building on skills and strengths 98, 100
citizenship, role of curriculum in fostering 92, 93–4
community, curriculum emphasis on 94
14–19 curriculum 91–2
friendship building and maintenance 99–100
functional nature 92
independence without abandonment 99
opportunities and new experiences 97
peer support programmes 99
phase-related curriculum models 92
proactive self-advocacy 98
problem solving and decision making 97, 100
purposes 96–7
self-efficacy, curriculum emphasis on 94
settings and contexts, recognition of differences in both 100

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