Professional environment of post-school transitions of young people with additional support needs
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Date
29/11/2012Author
Brown, Joan
Metadata
Abstract
The focus of this qualitative study is the professional environment where post-school
transitions take place. It seeks to identify some possible means for improving outcomes
for young people with low educational achievement, dyslexia, social, emotional and
behavioural difficulties as they move on from school. The study picks up a
recommendation made by Ward and Thomson (1997), following their Scotland-wide
survey, that further investigation is needed into post-school transitions of such
‘unrecorded’ young people. Taking ahead this task brings together different areas of
knowledge, for example, inclusive education, youth transitions and social theory.
To orient the research, initial data were gathered through a questionnaire completed by
14 educational professionals and in structured interviews with 16 youngsters, mostly
recently enrolled at college, and their families. Ideas occurring here were then used to
inform the main data gathering process. This was conducted in 17 semi-structured
audio-recorded interviews, each approximately one hour’s duration, with school
teachers, college lecturers and other professionals associated with transition. The
methodology utilised a critical friends group to shape the research as it progressed.
The thematic analysis of the data produced information about dissimilar models of
transition support, varying constructions of young people and difficulties in partnership
working. The ensuing discussion considered the roles of trusted signals of youth’s
value, of careership based on transformations of identity and aspects of social capital on
transitions of young people with additional support needs. The conclusion sets out areas
for improvement and asks that greater consideration be given to the constraining factors
within the professional environment of the post-school transitions of young people with
additional support needs.