Out of Sight, out of Mind? Transition for Young People with Learning Difficulties in Out-of-Area Residential Special Schools and Colleges

Autor/inn/en	Abbott, David; Heslop, Pauline
Titel	Out of Sight, out of Mind? Transition for Young People with Learning Difficulties in Out-of-Area Residential Special Schools and Colleges
Quelle	In: British Journal of Special Education, 36 (2009) 1, S.45-54 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Special Schools; Residential Schools; Mental Retardation; Barriers; Transitional Programs; Youth; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Heimschule; Geistige Behinderung; Jugend; Jugendlicher; Jugendalter; Ausland; Großbritannien
Abstract	Young people with learning difficulties who go to residential special schools and colleges are highly vulnerable, often living a long way from home. Transition towards adulthood--from school to college, or college and beyond--requires careful planning and support for both young people and their families. Despite national policy and guidance in this area, this article suggests that young people with learning difficulties in out-of-area placements are being failed in terms of transition education and face huge uncertainty and very limited choices. David Abbott and Pauline Heslop, both Senior Research Fellows at the Norah Fry Research Centre based at the University of Bristol, set out, in partnership with the Home Farm Trust, to examine transitions for young people with learning difficulties who attend out-of-county residential special schools and colleges. Drawing on empirical research with 15 young people, their families, and the professionals that support them, they outline in this article the main barriers to effective transition planning. They suggest that a lot more focus on planning and commitment to good outcomes is required to ensure that this group of young people have similar life chances to their non-disabled peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10