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FOTHERGILL ROOM

FOTHERGILL ROOM. What next? Pathways from school / college for young people with learning disabilities. What next? Pathways from school/college for young people with learning disabilities. Andrew Noyes, University of Nottingham Rachel Fyson, University of Nottingham

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FOTHERGILL ROOM

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  1. FOTHERGILL ROOM What next?Pathways from school / college foryoung people with learning disabilities

  2. What next? Pathways from school/college for young people with learning disabilities Andrew Noyes, University of Nottingham Rachel Fyson, University of Nottingham David Stewart, Oakfield School, Nottingham

  3. The Context Young people with disabilities leaving schools/colleges need, together with their families, to navigate a bewilderingly complex and shifting landscape of… • policy priorities • education provision • marketised service provision and support • financial challenges • boundaries

  4. The Concern • Transitions take many years; good transitions require careful planning and ongoing support • Nottingham has long-established support for young people, focused on the 14-19 age range • The concern underpinning this research is about what happens next for this group, after the initial transition support • Research on this 19-25 age range is limited • More longitudinal studies are needed

  5. SNaPP-19 The Special Needs and Pathways Post-19 Project About the project: • SNaPP-19 is a 3-year, mixed methods research project working with a cohort of young people who have a section 139a Learning Difficulty Assessment under the Learning and Skills Act 2000. It incorporates • an annual survey of all 2013 Nottingham City residents leaving school at age 19 with special educational needs; • annual interviews with a dozen young people and their parents; • interviews with key professional stakeholders across the education and adult social care sectors.

  6. SNaPP-19 Early findings • Of 155 participants, initial survey responses were received from 44 (28%) of the cohort (but only 18 responses at survey point 2) • 25 of the 44 were remaining in, or moving to, college

  7. SNaPP-19 Key Issue 1 - data The data that we were provided with (based on PLASC data) included • Incorrect placement data • Inaccurate ascriptions of primary need • Duplicate students There is a need for more reliable and better integrated data. Are there good examples of integrated data systems?

  8. SNaPP-19 Key Issue 2 – boundaries • Service provision across administrative boundaries • Differences between colleges • Levels of course accessible • Barriers to inclusion (e.g. ability to self-medicate) • Public/private What information and guidance is available?

  9. Stories

  10. Summary Changing contexts • New funding arrangements (personal budgets) • Relocation of college provision • Appropriateness of college provision • limited employment opportunities* • Other opportunities; access, advice and guidance *Humber (2013) reports small (<7%) and declining proportion of people with learning disabilities in paid employment

  11. Questions and discussion

  12. What next?Pathways from school / college foryoung people with learning disabilities

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