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

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/17066 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/17066 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/17066 archive 4031 disk0/00/00/30/63 2011-12-01 13:36:08 2021-12-13 03:40:05 2011-12-01 13:36:08 thesis show 0 Tyson Helen Claire Morris Sue University of Birmingham 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 unpub HV LB1603 LC5201 10col_socs 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. 2011-12 2011-06 graduation eng author unchecked 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. Helen.tyson@icloud.com public 416 University of Birmingham School of Education d_ae na 2011-12 graduation