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). 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. University of Birmingham. Ap.Ed.&ChildPsy.D.

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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: Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type: Doctorates > Ap.Ed.&ChildPsy.D.
Supervisor(s):
Supervisor(s)EmailORCID
Morris, SueUNSPECIFIEDUNSPECIFIED
Licence:
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: None/not applicable
Subjects: H Social Sciences > HV Social pathology. Social and public welfare
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
URI: http://etheses.bham.ac.uk/id/eprint/3063

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