The current study investigated the experiences of parents whose children have a profound and multiple learning difficulty (PMLD) and are preparing to transition from post-16 education into adult services and further education. A systematic literature review was initially conducted into the topic area. The selected studies were critiqued in terms of sampling, methodology and data analysis. Thematically, several key topics emerged in the selected research papers. These included parents' positive and negative experiences of transition planning, emotional and information needs during the process as well as experiences of working with professionals. This qualitative research was conducted in an ethnically diverse outer London borough and all parents who took part in the research are from Black Minority Ethnic (BME) communities. Five participants took part in the study and the sample was obtained from a special needs school in the borough which offers post-16 provision for young people with highly complex needs. The study focused on the following key areas: parental role during transition planning, the role of professionals and social support networks, positive experiences of the transition process, as well as potential barriers to effective transition planning. Semi-structured interviews were used to gather data which were then analysed using Interpretative Phenomenological Analysis (IPA). Several key themes were identified in the data. These included the emotional impact of transition planning, parental role in the process, as well as positive and negative experiences of working with professionals. Other themes related to marginalisation I~"------------------------------------ 11" ~ .. --------------------------------------- b ii and isolation within society as well as the perceptions of PMLD in different BME communities. Concern about the future was also a prominent theme, particularly in relation to the current national and economic context. Key Words: Transition, young people, adulthood, parents, disability, profound and multiple learning difficulty, Black Minority Ethnic communities.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:574470 |
| Date | January 2012 |
| Creators | Doyle, Naomi |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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