Transition, adulthood and special educational needs: an unresolved paradox

ABSTRACT

This paper draws upon qualitative data to illuminate the process of transition to adulthood of young people with significant special educational needs. The paper first examines current literature on the pathways of transition, and tests a model described by the Centre for Educational Research and Innovation (1983) against data gathered on a cohort of young people (n = 618). Selected case studies are presented to illustrate the experiences of young people with contrasting special educational needs. The paper concludes by considering a possible set of indicators of adult status. In so doing, the paradox of advocating employment within a context of reduced employability for those marginalized by virtue of their handicaps is raised.