Enablers and challenges of post‐16 education and employment outcomes: the perspectives of young adults with a history of SLI

Carroll, Catherine; Dockrell, Julie

doi:10.1111/j.1460-6984.2012.00166.x

Cited by 14 publications

(13 citation statements)

References 24 publications

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“…This suggests a greater appreciation by professionals of the importance of self‐determination for young people with ASN during a key transition phase, as reflected in previous research (Carroll & Dockrell, ; Woods et al, ).…”

Section: Resultsmentioning

confidence: 53%

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Richardson¹,

Jindal‐Snape

Hannah³

2017

British J Special Edu

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A longitudinal study was conducted to understand post‐school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve professionals involved in post‐school transition planning were interviewed in 2004 and eight in 2010. Minutes of transition meetings from one school for three young people prior to the implementation of the Act and four after the implementation were analysed. Results show some changes since the implementation of the Act.

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Section: Resultsmentioning

confidence: 53%

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Richardson¹,

Jindal‐Snape

Hannah³

2017

British J Special Edu

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“…Research based on data collected in the 2000s suggest that relatively less skilled, lower status positions in the manual, service and retail sectors are more common for young adults with DLD than for their peers in the UK (Carroll and Dockrell , , Conti‐Ramsden and Durkin , Roulstone and McLeod ). Similarly in Canada, Johnson et al .…”

Section: Introductionmentioning

confidence: 99%

“…Two types of factors may be particularly influential. One may be the severity of the young adults’ difficulties, including language, reading and nonverbal skills; the other is the support received both professionally, from their managers or colleagues in employment, and personally, from family and friends (Carroll and Dockrell , Clegg et al . , Conti‐Ramsden et al .…”

Section: Introductionmentioning

confidence: 99%

Education and employment outcomes of young adults with a history of developmental language disorder

Conti‐Ramsden

Durkin

Toseeb

et al. 2017

Intl J Lang & Comm Disor

187

137

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BackgroundDevelopmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively sparse data exist, however, on current cohorts and the factors that predict outcomes.AimsTo examine educational and employment outcomes in young adulthood in a sample of people with histories of DLD compared with an age‐matched peer group without DLD. We ask: How do educational pathways and early jobs compare between those with and without DLD? Are young adults with DLD receiving similar levels of income as their peers? To what extent are language and literacy abilities associated with outcomes?Methods & ProceduresParticipants included 84 individuals with DLD (67% males) and 88 age‐matched peers without DLD (56% males). Participants were on average 24 years of age. They completed a battery of psycholinguistic, literacy and nonverbal skills assessments. Data were also collected on educational qualifications, current educational status, extent of educational support received, employment status, history and support, as well as current income.Outcomes & ResultsThose with DLD obtained lower academic and vocational qualifications. Higher educational/vocational qualifications were associated with better language, better reading and higher performance IQ (PIQ). There were few differences between the two groups in terms of engagement with education, but the mean age at leaving education was significantly earlier in the participants with DLD. Substantially more participants with DLD reported receiving support or dispensation from their educational institution. There was no significant difference between groups in the proportion of young people currently employed, though a higher proportion of the age‐matched peers was in work full time. Participants with DLD were much more likely to be in non‐professional occupations. However, when examining pay in relation to types of occupation, the groups’ incomes were broadly comparable.Conclusions & ImplicationsAt the group level, young people with a history of DLD more commonly have less skilled employment and more rarely achieve professional roles. At the individual level there is considerable variation with smaller but not trivial proportions of young adults with a history of DLD showing good educational and employment outcomes. There are positive aspects to early adult outcomes for some young people with a history of DLD.

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“…At the time of transition from school to post‐school and early adulthood, parents’ concerns about employability, independent living and peer relations may be particularly prevalent (Conti‐Ramsden et al . ), although the young people themselves may have more positive self‐concepts as they enter post‐compulsory education (Carroll and Dockrell , Lindsay and Dockrell , Palikara et al . ).…”

Section: Introductionmentioning

confidence: 99%

Meeting the educational and social needs of children with language impairment or autism spectrum disorder: the parents’ perspectives

Lindsay

Ricketts

Peacey

et al. 2016

International Journal of Language & Communication Disorders

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Although previous research indicates that parents of children with ASD are overrepresented among those who express dissatisfaction with the provision made to meet their child's needs, this study indicates high levels of satisfaction and overlap between the perspectives of parents of children with LI or ASD regarding their child's educational progress and their own involvement in decision-making about the child's provision. The findings indicate the importance for policy and practice of focusing on identified needs rather than diagnostic category; and the importance of practitioners and administrators engaging meaningfully with parents in collaborative decision-making.

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Enablers and challenges of post‐16 education and employment outcomes: the perspectives of young adults with a history of SLI

Abstract: The study supports evidence from research with different groups of young people with special educational needs (SEN) and disabilities of the importance of school and post-16 curriculums which develop agency on behalf of the young person.

Cited by 14 publications

References 24 publications

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Education and employment outcomes of young adults with a history of developmental language disorder

Meeting the educational and social needs of children with language impairment or autism spectrum disorder: the parents’ perspectives

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