Transition partnerships: the views of education professionals and staff in support services for young people with learning disabilities

Axel Kaehne, Stephen Beyer

    Research output: Contribution to journalArticle

    14 Citations (Scopus)

    Abstract

    Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency.
    Original languageEnglish
    Pages (from-to)112-119
    JournalBritish Journal of Special Education
    Volume36
    Issue number2
    DOIs
    Publication statusPublished - 2009

    Fingerprint Dive into the research topics of 'Transition partnerships: the views of education professionals and staff in support services for young people with learning disabilities'. Together they form a unique fingerprint.

    Cite this