There has been much consideration given to supporting the post-16 transition needs of young people with learning difficulties and complex needs who have been educated within special school settings, but limited attention paid to those within mainstream schools. This study explores the transition planning and support experiences of four young people with identified additional educational needs, attending a mainstream comprehensive secondary school as they approach their transition into further education or work-based training. It also explores the views of their SENCO, Connexions Personal Advisor and a teacher in order to illuminate professional perspectives. The impact of the framework for transition support outlined in the SEN Code of Practice (DfES, 2001) on the support delivered and the resulting experiences of young people constitute a further area of enquiry. Within an integrating conceptual framework derived from Bronfenbrenner's (1979 & 2001) ecological systems theory and bioecological model, qualitative data derived from semi-structured interviews were analysed and interpreted using thematic analysis (Braun & Clarke, 2006). Within Bronfenbrenner's (2001) 'person, process, context and time' model, a range of factors that independently and in combination influenced the transition planning and support experiences, were indentified. The research highlights how these factors interact with one another, and how the complex interactions within and between systems further mediate the young person's experiences. The research also draws attention to a difference between espoused theory and theory in practice (Argyris & Schön, 1974), in regard to transition support and planning provided in the school.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:556844 |
| Date | January 2011 |
| Creators | Tyson, Helen Claire |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/3063/ |
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