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Transition planning for young people with severe learning disabilities : social positions and power relationships

Winstanley, Caroline (2010)
Ph.D. thesis, University of Birmingham.

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A Participative Action Research methodology was used to investigate whether six young people with severe learning disabilities were able to express their views and aspirations during their transition planning meeting. Although the young people were able to make choices and communicate their views and aspirations in an often assertive manner, this did not guarantee that they were meaningfully included. Professionals and school staff were unaccustomed to including the young people which meant that they often used language that excluded them. The social positions of stakeholders and their associated power relationships were already well established, which meant that the professionals held the most privileged position during the transition meetings. It was unclear how the professionals would relinquish their power to ensure the young people were meaningfully included. This study proposes that the structure of transition planning should change if meaningful inclusion is to take place.

Type of Work:Ph.D. thesis.
Supervisor(s):Lacey, Penny and Peim, Nick (1952-)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LC Special aspects of education
HN Social history and conditions. Social problems. Social reform
Institution:University of Birmingham
ID Code:1183
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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