How Do Young People with Special Educational Needs Experience the Transition from School to Further Education? A Review of Literature

Autor/inn/en	Lawson, Katie; Parker, Richard
Titel	How Do Young People with Special Educational Needs Experience the Transition from School to Further Education? A Review of Literature
Quelle	In: Pastoral Care in Education, 37 (2019) 2, S.143-161 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2019.1618379
Schlagwörter	Special Needs Students; Adjustment (to Environment); Adult Education; Young Adults; Foreign Countries; Social Environment; Student Motivation; Peer Relationship; Teacher Student Relationship; Aspiration; Research Reports; Disadvantaged Youth; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Young adult; Junger Erwachsener; Ausland; Soziales Umfeld; Schulische Motivation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Streben; Research report; Forschungsbericht; Benachteiligter Jugendlicher
Abstract	Participation rates are low in further education (FE). In attempts to increase participation for disadvantaged young people (YP), government initiatives, such as raising the participation age to 18, A Level reform, enhancing the quality of apprenticeships and work-based learning and placing emphasis on English and Maths qualifications have, been employed. Additionally, The Department for Education (DfE) has committed to supporting young people in their transition from school to FE, emphasising the link between transition experiences and retention. In this literature review, we aim to answer the broad research question above. Drawing on literature searches across relevant databases, and hand and citation searches, a meta-ethnography using six relevant articles led to construction of a line of argument. Four overarching themes (each with sub-themes) were constructed: a new social world -- new beginnings and peer relationships; motivation -- feeling valued, motivation to progress and aspirations; challenges -- uncertainty and adjusting to change; support -- expectations of support and teacher support. These themes appear to be important to YP in their transition and they are mediated through development of relationships with others and with the environment. The themes are situated within psychological theory and policy literature, in particular, the Preparing for Adulthood (PfA) Framework. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01