Transition, Further & Higher Education
Careers Advice and Transition at aged 14
The choices teenagers face at 14 in terms of their future can be more complicated for people with a disability because they need to consider what extra support they will need in their learning.
Once young people reach year nine they should be encouraged to think about their future. Young people with disabilities should be able to access the same information as other non-disabled pupils in terms of books and leaflets in accessible formats, for example in Braille or on tape.
From year nine onwards, young people can access independent information and advice from an organisation called Connexions which has replaced the careers service. They can advise young people about different jobs and the types of training courses required to get these jobs. But they can also advise young people on other areas of life such as housing and health.
Young people with disabilities should have access to a specialist careers advisor/personal advisor who has experience of advising people with disabilities. They provide in-depth, one-to-one support.
Transition Plan
When young people reach 16 their Statement of Special Educational Needs will only continue to have a legal standing if they continue on at school. They will still be entitled to extra support if they go to college but they do not have a legal right to access this support.
The Statement should be reviewed every year by means of an annual review meeting which should be attended by every professional involved in supporting the pupil. When the pupil reaches the age of 14 they should be involved in a Transition Plan. Connexions is responsible for overseeing the delivery of this plan and ought to engage all relevant professionals when doing so. Parents and guardians should also be involved
Transition planning should be ongoing, holistic and collaborative and should always be based on the views of the young person
Assessing the needs of young people with disabilities
Connexions is also expected to take a leading role in the Learning and Skills Act Section 140. This means that they have a duty to make an assessment of need and have a duty to meet that need. This assessment must be arranged during the last year of a person's compulsory schooling if the student has a LEA Statement and it is believed that the student will leave school and go on to post-16 education, training or Higher Education.
Assessments can also be arranged for pupils who have a special need but do not have a Statement. The assessment process aims to strengthen the legal rights of young people during the transition planning process.
Other Professionals who can offer help and advice
Local Social Services are required to provide certain services to young people with disabilities. If someone has a Statement, their LEA must liase with the Social Services department about their needs. This should happen when the Transition Plan is prepared and again when the young person leaves school so that the LEA can decide whether the person needs extra input from Social Services. Young people, their parents or guardians can contact Social Services if they think that they (social services) ought to get involved.
Health Professionals who are a part of the young person's life should also be involved in the Transition Plan and, if appropriate, attend the review meeting in year 9.
Because there can be a number of health professionals involved in a young persons life, it is important that the Connexions Service oversees the whole process. Personal Advisors should speak to the different agencies involved and ensure appropriate funding arrangements to put the Transition Plan into practice are in place.
Transition to Further and Higher Education
At the age of 16, young people have four options in education:
- staying at school
- going to a local Further Education college or sixth form college
- work based learning
- going to a specialist college
Learning and Skills Council (LSC)
The LSC is required to promote equality of opportunity between disabled and non-disabled learners and to have due regard to the needs of people with disabilities and learning disabilities. Local branches of the Council must have a designated senior member of staff to oversee and be accountable for provision for learners with learning difficulties and/or disabilities.
Specialist Colleges
Specialist colleges exist which have extensive experience of teaching students with one type of disability or a range of different disabilities. These colleges are located around the country, recruit nationally and can help a disabled person to live away from home.
The LSC has a duty to fund a specialist place for a student under the age of 19 if they have needs that cannot be met in local colleges. It is also able to fund a specialist place for a student between the age of 19 and 25 whose needs cannot be met elsewhere. Evidence that this is the case needs to be provided however. Social services may also pay for or contribute to a specialist place where the provision includes a strong care component.
Work based learning
There are two main types of formal work-based learning:
- Modern Apprenticeships give training to school leavers to prepare them for work in a particular industry. There are two levels: Foundation up to NVQ level 2, and Advanced which provides training to NVQ level 3 or higher
- Entry to employment (E2E). The E2E is aimed at people who might not be able to gain NVQ level 2. Therefore young people with disabilities or learning difficulties will be a target group for this provision.
Funding for Disability Support - Further Education
Additional support funding can fund, for example, additional teaching for dyslexia students, an interpreter for deaf students or materials in alternative formats. A college should assess the support needs of any disabled student who applies to study there. Most Further Education colleges also offer study programmes specifically for people with learning disabilities. There is a Disability or Learning Support Co-ordinator at all local Further Education colleges whose job it is to co-ordinate disability support within the college.
Higher Education
Disabled students considering going to university need to consider what sort of support they will need. For information on disability-related provision it is a good idea to contact the institution's Disability Co-ordinator, who is responsible for managing services for disabled students. It is also a good idea to arrange an information gathering visit. Most universities and colleges publish disability statements and it is worthwhile trying to obtain a copy.
Students need to apply for most courses through the Universities and Colleges Admissions Service clearing house (UCAS). If someone with a disability is offered an interview, they ought to inform the institution of any special arrangements that are required. At the interview, the student may be asked about the implications of their disability therefore they should be prepared to talk openly and honesty about the possible problems and solutions.
If a student is rejected on the grounds of disability, UCAS will allow them to apply afresh to a new institution.
Funding for Disability Support - Higher Education
Disabled Students' Allowances (DSAs) are the main source of disability support funding for Higher Education. There are maximum amounts available under three headings:
- specialist equipment
- human support (known as 'non medical helper allowance')
- general fund for other expenses
Finally, do note that the Disability Discrimination Act 1995 places duties on establishments not to treat disabled people less favourably and to make 'reasonable adjustments' where disabled students are placed at a 'substantial disadvantage'.
