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Preparation for Transition

This workshop aims to explore transitioning from special schools for disabled youth, emphasizing the Social Model of Disability that focuses on environmental factors. It differentiates impairment (physical, intellectual, medical) from disability (resulting from environment). Young People's Views on future aspirations, Influences on Future Aspirations (low expectations, educational support, lack of opportunities), Supporting Decision Making (Mental Capacity Act principles), Self Directed Support for personal budgets, Learning from LINKS and Engage organizations providing employment/training. Discussion on supporting youth through transitions, voluntary sector support improvement. For more information visit Council for Disabled Children website. Contact Teresa Geraghty (tgeraghty@ncb.org.uk).

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Preparation for Transition

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  1. Preparation for Transition Supporting Potential

  2. Workshop Aims To explore the topic of transition from special schools for disabled young people

  3. The Social Model of Disability

  4. Social Model of Disability The social model of disability argues that people can be disabled by their environments as opposed to their impairment. It is important to distinguish between impairment and disability. • An impairment can be physical, intellectual or medical. It is something that causes a loss of mental or physical function. • A disability arises out of the nature of the environment.

  5. Young People’s Views

  6. Young people’s views The Council for Disabled Children has carried out a focus group to better understand what affects a young person’s future aspirations. https://councilfordisabledchildren.org.uk/

  7. Influences on Future Aspirations • Low expectations from professionals and parents/carers • Access to the right level of educational support • Exam results • Lack of opportunities and means to access support outside the family

  8. Making the Change • Ensuring young people participate in decisions that affect them • Supporting them in making decisions about their future • Signposting to organisations that will provide them with opportunities and support

  9. Supporting decision making

  10. Supporting Decision Making Principle one of Mental Capacity Act (2005) is to assume the person has capacity unless established otherwise The second principle is not to treat a person as if they are unable to make a decision unless all steps to help them to do so have been unsuccessful

  11. Self Directed Support

  12. Self Directed Support This gives the individual as much control as they want over their personal budget. The personal budget can either be: • Taken as a direct payment • A managed budget where the Trust holds the budget but the individual is in control of how it is spent • The Trust can arrange a service • The individual can choose a mixture of these options

  13. Learning From LINKS and Engage

  14. Learning from LINKS and Engage The following organisations are some of our grant holders who are receiving this support and provide employment and training support to disabled young people.

  15. LINKS and Engage Organisations

  16. Discussion • What are your experiences of supporting young people through transition? • What support do you currently receive from the voluntary sector for transition? • How can this be improved upon?

  17. For more information on NCB or our LINKS/Engage Projects For more information on transition you can visit the Council for Disabled Children website: https://councilfordisabledchildren.org.uk/transition-information-network Teresa Geraghty: tgeraghty@ncb.org.uk

  18. Resources

  19. Thank you for listening National Children’s Bureauwww.ncb.org.ukncb_ni_tweetsncbfb

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