'I'm Ready for a New Chapter': The Voices of Young People with Autism Spectrum Disorder in Transition to Post-16 Education and Employment

Autor/inn/en	Gaona, Carolina; Palikara, Olympia; Castro, Susana
Titel	'I'm Ready for a New Chapter': The Voices of Young People with Autism Spectrum Disorder in Transition to Post-16 Education and Employment
Quelle	In: British Educational Research Journal, 45 (2019) 2, S.340-355 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaona, Carolina) ORCID (Palikara, Olympia) ORCID (Castro, Susana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3497
Schlagwörter	Autism; Pervasive Developmental Disorders; Personal Autonomy; Special Needs Students; Special Education; Educational Legislation; Foreign Countries; Employment; Individualized Transition Plans; Specialists; Well Being; Social Services; Young Adults; Independent Living; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autismus; Individuelle Autonomie; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Ausland; Dienstverhältnis; Well-being; Wellness; Wohlbefinden; Social service; Soziale Dienstleistung; Soziale Dienste; Young adult; Junger Erwachsener; Selbstverantwortung
Abstract	This study explores the views and experiences of 12 young people with autism spectrum disorder (ASD) in transition to post-16 education and employment, in light of the changes introduced by the new special educational needs and disability (SEND) legislation in England. The extension of provision until the age of 25, and the introduction of person-centred education, health and care (EHC) plans, have given a significant place to the views of young people with SEND and their families. The views, wishes and aspirations of young people must be captured in the newly developed plans, reflecting the statutory requirement for local authorities to systematically record these in a biopsychosocial way, focusing on participation and well-being. Twelve semi-structured interviews were conducted with young people with ASD attending specialist settings or receiving specialist support under the new EHC plans. These were analysed inductively, through thematic analysis. The findings suggest that at the time of transition, young people with ASD want to become increasingly more independent, present ambivalent feelings about their future and acknowledge the relevance of support systems in their lives. Implications for practice and future research are discussed, in light of the new English policy context. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01