Pathways Through Transition: Introduction to the Longitudinal

Transitions Study

Graeme Douglas and Rachel HewettVICTAR

Department of Disability Inclusion and Special Needs, University of Birmingham

Sue KeilRNIB

Welcome

Aims of the day (and the project) Learn about the experiences of blind and

partially sighted young people as they transition from school to FE and HE and into the world of work.– support independent learning of young

people and preparation for transition– barriers and enablers to successful

transition (including into work)– the role of service providers

The Longitudinal Transitions Project

Started in 2009 In 2010 we recruited 82 young people:

– aged 14-16 years (now 19-21)– supported by service for their visual impairment– ‘independently complete a questionnaire’ – 73 participants are still involved

Interviewed approx. twice a year Plus 15 case studies in relation to different

‘pathways’

Sharing participant experiences – their pathways:

School

FE

HE

Finding a place to live

The ‘Labour Market’

Conceptualising experience

Social enablersInclusive design; Anticipatory and

reasonable adjustments

Individual enablersSelf advocacy;

Independence Skills (mobility, ILS); ICT;

Qualifications; ECC*

Services, systems, peoplee.g. ‘mainstream’ teams; teaching, employment and disability

teams; families; campaigning groups

Policies and legislatione.g. Children and Families Act 2014; Care Act 2014; DSA;

Access to Work

Questions we might ask ourselves during the day:

At each point in the pathway:– What might we expect from the young

people, and how can we help them be ready?

– What must we expect from the social context (the employers, universities, ..), and how can we help them be ready?

Find out more Findings for the study are published in a series

of technical reports, available on the project website: http://www.birmingham.ac.uk/research/activity/education/victar/research/transitions-study.aspx

Definitions: *ECC = “Expanded Core Curriculum”