Challenges in Planning Transition to Adulthood for Young People Who Have Special Educational Needs and Disabilities: Professional and Managerial Perspectives

Autor/inn/en	Dunsmuir, Sandra; Cline, Tony; Crafter, Sarah; Lang, Jane
Titel	Challenges in Planning Transition to Adulthood for Young People Who Have Special Educational Needs and Disabilities: Professional and Managerial Perspectives
Quelle	In: Journal of Research in Special Educational Needs, 20 (2020) 1, S.27-37 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunsmuir, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12459
Schlagwörter	Transitional Programs; Educational Planning; Special Needs Students; Students with Disabilities; Foreign Countries; Federal Legislation; Educational Legislation; Program Implementation; Communities of Practice; Interprofessional Relationship; Accountability; Long Range Planning; Decision Making; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsplanung; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Bundesrecht; Bildungsrecht; Schulgesetz; Community; Verantwortung; Langfristige Planung; Decision-making; Entscheidungsfindung
Abstract	This study reviewed perceived changes to planning and management of transitions to adulthood for young people with special educational needs and disabilities in three local authorities in England, following implementation of the Children and Families Act (2014). Wenger's 'community of practice' theoretical framework was used to examine how groups of professionals and managers working in education, health and social care in three areas, set about implementing selected radical changes required by the legislation. Telephone interviews with sixteen participants were transcribed and subjected to thematic analysis. Themes identified related to professional activity, planning and organisation, implications for young people and families and outcomes. There were indications of shifts in professional conceptualisations and reported practices as a result of the Act. Participants described enhanced cross-service communication and co-ordinated working practices, achieved though service restructuring, co-location and changed lines of accountability. An increased emphasis on long-term planning and involving young people in planning and decision-making was evident with regard to defining outcomes, and living and working as an adult. The results are considered in relation to the extent that mandated change can influence attitudes and cultures within communities of practice, contributing to the contemporary theoretical debate to incorporate issues relating to power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01