Transition partnerships: the views of education professionals and staff in support services for young people with learning disabilities

Kaehne, Axel and Beyer, Stephen Richard ORCID: https://orcid.org/0000-0002-2072-540X 2009. Transition partnerships: the views of education professionals and staff in support services for young people with learning disabilities. British Journal of Special Education 36 (2) , pp. 112-119. 10.1111/j.1467-8578.2009.00427.x

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Abstract

Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Medicine MRC Centre for Neuropsychiatric Genetics and Genomics (CNGG)
Subjects:	R Medicine > R Medicine (General)
Publisher:	Blackwell Publishing
ISSN:	0952-3383
Last Modified:	31 Oct 2022 09:35
URI:	https://orca.cardiff.ac.uk/id/eprint/81645

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