Autistic Young People's Experiences of Transitioning to Adulthood Following the Children and Families Act 2014

Autor/inn/en	Crane, Laura; Davies, Jade; Fritz, Anne; O'Brien, Sarah; Worsley, Alison; Remington, Anna
Titel	Autistic Young People's Experiences of Transitioning to Adulthood Following the Children and Families Act 2014
Quelle	In: British Educational Research Journal, 48 (2022) 1, S.22-48 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crane, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3753
Schlagwörter	Autism; Adolescents; Young Adults; Special Education; Educational Needs; Federal Legislation; Educational Legislation; Foreign Countries; Educational Change; Mainstreaming; Special Schools; Student Experience; Students with Disabilities; Self Advocacy; United Kingdom (England); United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Bundesrecht; Bildungsrecht; Schulgesetz; Ausland; Bildungsreform; Special school; Sonderschule; Studienerfahrung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstbehauptung
Abstract	Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16-25 years. Using an online survey and/or interviews, we examined young people's views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key 'champions' in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to--and learning from--autistic young people, throughout their educational journeys and especially as they transition to adulthood. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01