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Post-16: Preparation for Adulthood
Glaves, Charlotte
Glaves, Charlotte
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Authors
Date
2025
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This case study focuses on the development of a college preparation for adulthood programme (PfA) aimed at young individuals with special educational needs and disabilities (SEND) in a mainstream college setting. The study addresses the implementation of strategies such as the creation of a Parent/Carer Forum, staff training initiatives, and the integration of person-centred approaches to enhance support for these students as they transition into adulthood.
Aims: The primary aim of the study was to investigate the effectiveness of these interventions in facilitating a smoother transition for students with SEND into adulthood. Specifically, the research sought to assess how the actions taken influenced the paths of employment, independent living, health, and social integration.
Methods: An action research framework was employed, comprising two cycles of research. Each cycle included planning, implementation, and review stages, designed to refine the interventions based on feedback and observations. Ethical considerations were made to ensure anonymity and consent from participants throughout the study.
Findings: The findings indicate that the establishment of the Parent/Carer Forum and the focus on person-centred practices played pivotal roles in enhancing the college's support framework. It was observed that these initiatives contributed to improved communication between families and staff, leading to more tailored support for students. The data collected suggests a positive shift in attitudes towards the aspirations of students with SEND, particularly in relation to their potential for independent living and employment.
Implications: The study highlights that incorporating person-centred approaches can significantly impact the preparation for adulthood for students with SEND. Other educators might learn from the successful integration of family involvement and targeted training for staff, demonstrating the importance of collaboration in promoting better outcomes. The ongoing work with local authorities and the development of resources can serve as a model for other institutions aiming to enhance their transition support programmes for young people with special educational needs.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), post-16, preparation for adulthood, person-centred planning, productive partnerships with parents/carers