The Road Ahead – Literature review
5. What to expect from services at transition
Key areas of information need for young people with learning difficulties
and their families
Statutory services and entitlements
- What is the role of the local Learning and Skills Council
- What should young people and families expect from school/education,
social services, health services, and other services?
- What is Connexions? What does the Connexions service offer
young people with learning difficulties and families?
- What can young people with learning difficulties and families
expect a Personal Adviser to do/help with? What training does a Connexions
Personal Adviser have? How much time are they likely to spend with young
people with learning difficulties and families at transition? Will they have
the time to get to know young people with learning difficulties and key family
members? Can they act as an advocate for young people with learning difficulties
and be 'independent' of health, education and social services if needs
- What (equivalent) support is available in areas not covered
by Connexions? (e.g. Wales where there is the suggestion of access to a 'transition
key worker' as one of the National Service Framework for Wales key actions)
- What about Transitions Workers (from social services/voluntary
organisations)? What is their role? How will they work together with
Connexions Personal Advisers?
- What is transition planning? Who gets it? When does it start?
How should the transition planning process work?
- Who should be involved in Transition Planning Meetings?
How can we make sure that (the right) people actually turn up? Who co-ordinates
- What is a transition plan and what does it cover? How can
young people with learning difficulties and families make sure that transition
planning covers all areas of planning for adult life?
- What does the transition plan look like? How can young people
with learning difficulties and families make sure they get a copy? How
often is the plan reviewed?
- What support can young people with learning difficulties
and families get to help them to practice, plan for and take part in transition
- What is a Section 140 assessment? Who co-ordinates this?
What happens to the information collected? What is the Connexions Action
Plan? Why is it needed? What is the Individual Learning Plan? Why is it
needed? What other plans might young people and families expect? How is
the information from all these different plans co-ordinated? What happens
to the information collected?
- Who makes sure that something will happen as a result of the
transition plan/Connexions Action Plan/Individual Learning Plan? Importance
of continuity and taking the 'history' of the young person with learning
difficulties into account - not just 'starting from scratch' all over again.
- Impact of new service developments, including: National
Service Frameworks for England and Wales, SEN Action Programme, Valuing
People white paper.
- What is the possible likely impact of the Disability Discrimination
Act implementation from October 2004 regarding widening access to 'mainstream'
choices and provision?
- Some young people with learning difficulties do not have
a statement of special education needs. How are they supported at transition?