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Autor/inn/en | Gaona, Carolina; Palikara, Olympia; Castro, Susana |
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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 |
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) 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 |