Exploratory Study of the Inclusion of 'Future-Selves' as Part of Transition Preparation in to and out of Further Education for Young People with Learning Difficulties

Autor/in	Parry, Melissa
Titel	Exploratory Study of the Inclusion of 'Future-Selves' as Part of Transition Preparation in to and out of Further Education for Young People with Learning Difficulties
Quelle	In: Psychology of Education Review, 44 (2020) 2, S.44-51 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Individualized Transition Plans; Students with Disabilities; Futures (of Society); Self Concept; Mainstreaming; Young Adults; Case Studies; Parent Attitudes; Continuing Education; Barriers; Decision Making; Parent Child Relationship; Strategic Planning; Aspiration; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Future; Society; Zukunft; Selbstkonzept; Young adult; Junger Erwachsener; Case study; Fallstudie; Case Study; Elternverhalten; Weiterbildung; Decision-making; Entscheidungsfindung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Strategy; Planning; Strategie; Planung; Streben; Ausland
Abstract	The research explored the perception of the incorporation of 'future-self' for young people (YP) and their parents as part of transition planning when moving from specialist provision into mainstream further education (FE) and adulthood. Imagined 'future-selves' is thought to influence an individual to work towards their aspired self. The research aim was exploring the extent the YP and their parents' views were being gained using a 'future-self' approach within transition planning into FE, and as perceived by the YP as they planned their transition out of FE. Phase 1 used case study design to explore the YP and their parents' experience of planning having included the YP's vision of their 'future-self', at aged 16. Phase 2 gained views of YP approaching transition out of FE at aged 19+, towards adulthood, about the inclusion of 'future-self' in their preparation. Pupils from specialist schools and FE were invited to participate. Phase 1 had two case-studies of a YP and parent. Phase 2 included three focus groups with YP aged 19 plus. Semi-structured interviews and focus groups were thematically analysed. Findings indicated that the YP are more involved in the transition planning with EHCPs, and a range of methods are applied to prepare the YP. There remain barriers limiting the options for the YP such as: lack of choice available; low aspirations of others; failure to explore holistic longer-term outcomes; overreliance on parents; and the need for more effective strategic planning for the YP. The findings indicate that applying a 'future-selves' approach may help to motivate YP to meet their aspirations as part of transition preparation and support their longer-term outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01