Transition to adult services of disabled young people leaving ‘out of authority’ residential schools
Little has been known about the transitions of young people leaving residential schools which are outside their home authority. This was a small exploratory study of local authority practice with regard to how the transitions from residential schools of pupils of school leaving age were planned and managed.
SPRU research team
- Bryony Beresfod
- Judy Cavet
Telephone interviews with key practitioners in ten local authorities were used to explore:
- current practice
- key issues for future research
- feasibility of carrying out larger scale research on the outcomes of transition for this particular group of young disabled people.
The study found that the generic difficulties associated with transition for this group were magnified by the young people’s lack of familiarity with services and opportunities in their home local authority, and by the fact that they were less well known by home local authority staff. Consequently, post-transition placements and support arrangements for this group were considered more susceptible to breakdown. It was also harder to adopt person-centred planning approaches in these transition arrangements.
Earlier initiation of transition planning processes, and the designation of staff with specific responsibility for out-of-authority placements could help overcome geographic barriers. Specific attention is needed to identifying clear transition pathways to adult health services in the home authority.