Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England
Abstract:It was published as Robinson, D., Moore, N. and Hooley, T. (2018). Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.
“…farming, forestry and mining (Little and Panelli 2003). Young people with special educational needs and disabilities (SEND) may be especially disadvantaged in rural areas, as legislation concerning careers rarely accounts for their needs, is generally too universalistic and fails to address deficiencies in local authorities' resources (Robinson, Moore, and Hooley 2018). Moreover, the neoliberal promotion of boundlessness, free markets and individualism incorporates an 'unacknowledged metrocentricity', as it provides substantially more opportunities for people in cities than peers in rural areas (Farrugia 2014;Gulczyńska 2019).…”
Sweden may be wealthy, but uneven distributions of resources still affect students' access to higher education and career choices. Some variation is linked to rural/urban divides, but myriads of other factors may also influence young people's options in transitions. Here I explore these issues, using data collected from interviews with study and career counsellors in both rural and urban areas of Sweden, using a framework including Masseyian concepts of place, and horizons of action. The results confirm the general poverty of access in rural areas linked to limitations of locally available educational programmes, an associated tendency for counsellors to promote 'learning to leave', and hence ongoing 'metrocentric' flows to city centres. However, they also highlight (inter alia) the importance of students' resources, which enable or constrain their ability to leave and breadth of opportunities (in rural and urban areas), and gendered socialisation factors that may promote or counter the flows.
“…farming, forestry and mining (Little and Panelli 2003). Young people with special educational needs and disabilities (SEND) may be especially disadvantaged in rural areas, as legislation concerning careers rarely accounts for their needs, is generally too universalistic and fails to address deficiencies in local authorities' resources (Robinson, Moore, and Hooley 2018). Moreover, the neoliberal promotion of boundlessness, free markets and individualism incorporates an 'unacknowledged metrocentricity', as it provides substantially more opportunities for people in cities than peers in rural areas (Farrugia 2014;Gulczyńska 2019).…”
Sweden may be wealthy, but uneven distributions of resources still affect students' access to higher education and career choices. Some variation is linked to rural/urban divides, but myriads of other factors may also influence young people's options in transitions. Here I explore these issues, using data collected from interviews with study and career counsellors in both rural and urban areas of Sweden, using a framework including Masseyian concepts of place, and horizons of action. The results confirm the general poverty of access in rural areas linked to limitations of locally available educational programmes, an associated tendency for counsellors to promote 'learning to leave', and hence ongoing 'metrocentric' flows to city centres. However, they also highlight (inter alia) the importance of students' resources, which enable or constrain their ability to leave and breadth of opportunities (in rural and urban areas), and gendered socialisation factors that may promote or counter the flows.
“…They also worry about being bullied in their new setting and losing friendships made at school, bringing anxiety to their transition process. Research suggests that engaging young people in discussions about their future and the transition process early on during their school journey is an effective way of supporting transition (Carter et al ., ; Robinson et al ., ). The SEND Code of Practice stresses the imperative for schools to incorporate and accommodate practices to elicit the views of children and young people with ASD and with other SEND in a meaningful way to co‐construct and develop provision that reflects their aspirations (Department for Education and Department of Health, ).…”
This study explores the views and experiences of 12 young people with autism spectrum disorder (ASD) in transition to post-16 education and employment, in light of the changes introduced by the new special educational needs and disability (SEND) legislation in England. The extension of provision until the age of 25, and the introduction of person-centred education, health and care (EHC) plans, have given a significant place to the views of young people with SEND and their families. The views, wishes and aspirations of young people must be captured in the newly developed plans, reflecting the statutory requirement for local authorities to systematically record these in a biopsychosocial way, focusing on participation and well-being. Twelve semi-structured interviews were conducted with young people with ASD attending specialist settings or receiving specialist support under the new EHC plans. These were analysed inductively, through thematic analysis. The findings suggest that at the time of transition, young people with ASD want to become increasingly more independent, present ambivalent feelings about their future and acknowledge the relevance of support systems in their lives. Implications for practice and future research are discussed, in light of the new English policy context.
The voices of young people with ASD in the new SEND framework in EnglandAll young people have the right to express their views and make informed decisions on matters affecting their lives (UN, 1989). Full and effective participationThe voices of young people with ASD 341
“…Participants acknowledged that schools and parents need to work collaboratively to ensure that these young people are supported in both their home and school lives and an alumni network which does not include parental buy in would not reach its potential. Participants explained that some parents did not have a belief in a future for their child and were often apprehensive of their child entering a new environment where they would not receive the same support offered in school (Robinson et al, 2018). One Assistant Head Teacher and SENCo explained how,it can often be the parents that hold back the student because they have had that nurturing support from school and then have to make a big leap to FE, apprenticeships or other pathways.…”
Section: Methodsmentioning
confidence: 99%
“…Young people with learning disabilities face complex barriers when attempting to transition from school which include low expectations, a lack of opportunities and support to develop key skills, and employer discrimination (Martin et al, 2011). This makes them more likely to become NEET (Not in Education, Employment or Training) compared to their peers without a learning disability (Hanson et al, 2017; Robinson et al,2018).…”
Accessible summary
Sometimes people go back to their school to talk to students about the experiences that they have had to help the current learners think about what they would like to do in the future.
People with learning disabilities do not often get to talk about their future careers and aspirations, and we think this is unfair.
We wanted to find out how older students with learning disabilities could help current students with learning disabilities think about their future.
We believe that people with learning disabilities are often left out of careers events, and we think this needs to be changed.
We talked to school and college staff about how they thought people with learning disabilities could be better included.
Abstract
BackgroundResearch has previously been undertaken around the subject of alumni networks, yet it remains to touch upon the inclusivity of these networks, particularly relating to people with learning disabilities. Referring to Law's “Community Interaction Theory”, this study sets out to explore how education providers understand and implement alumni networks and how these networks can be adapted to enhance career and life course aspirations for people with learning disabilities.
MethodsThe data collection process was part of a larger, innovative project that set out to address the issue of inclusion in the labour market for people with learning disabilities. Six education providers participated in focus groups. In one special educational needs college two students with learning disabilities also participated.Participants were asked about what alumni means to them, their experiences of engaging alumni and what impact an inclusive alumni network could have on their educational setting.
FindingsThe findings show that participants are aware of the importance of creating an inclusive alumni network and recognised the benefits it could bring to their institute and their learners with learning disabilities, but any signs of an alumni network were yet to be implemented.
ConclusionThis research contributes to data and debate on the relationship between social inclusion and education for people with learning disabilities. The research demonstrates the impact that an inclusive alumni network could have for young people with learning disabilities and how it could promote confidence and aspirations not only in the young people themselves but the whole community with whom they interact. It initiates a discussion about the importance of an inclusive alumni network in education to further support people with learning disabilities to take part in society and be reciprocally active in its spaces.
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