ERIC Number: EJ849598
Record Type: Journal
Publication Date: 2009-Jul
Abstractor: As Provided
The Role of the Connexions Service in Supporting the Transition from School to Post-16 Education, Employment Training and Work for Young People with a History of Specific Speech and Language Difficulties or Learning Difficulties
Cullen, Mairi Ann; Lindsay, Geoff; Dockrell, Julie E.
Journal of Research in Special Educational Needs, v9 n2 p100-112 Jul 2009
The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation.
Descriptors: Learning Problems, Educational Needs, Youth Programs, Compulsory Education, Young Adults, Foreign Countries, Longitudinal Studies, Interviews
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)