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Volume 1: An exploration of the transition planning experiences of young people with additional educational needs in a mainstream context, as they consider their post-16 plans & Volume 2: A series of professional practice reports

Tyson, Helen Claire (2011)
Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.

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Abstract

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.

Type of Work:Ap.Ed.&ChildPsy.D. thesis.
Supervisor(s):Morris, Sue
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:HV Social pathology. Social and public welfare
LB1603 Secondary Education. High schools
LC5201 Education extension. Adult education. Continuing education
Institution:University of Birmingham
ID Code:3063
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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