Transition Partnerships: The Views of Education Professionals and Staff in Support Services for Young People with Learning Disabilities

Autor/inn/en	Kaehne, Axel; Beyer, Stephen
Titel	Transition Partnerships: The Views of Education Professionals and Staff in Support Services for Young People with Learning Disabilities
Quelle	In: British Journal of Special Education, 36 (2009) 2, S.112-119 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Learning Problems; Supported Employment; Educational Needs; Learning Disabilities; Young Adults; Mental Retardation; Foreign Countries; Partnerships in Education; Surveys; Administrator Attitudes; Special Education Teachers; Teacher Attitudes; Educational Finance; Referral; United Kingdom; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Lernproblem; Arbeitsförderungsmaßnahme; Educational need; Bildungsbedarf; Learning handicap; Lernbehinderung; Young adult; Junger Erwachsener; Geistige Behinderung; Ausland; Hochschulpartnerschaft; Survey; Umfrage; Befragung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsfonds; Großbritannien
Abstract	Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs coordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10