Preparing for adulthood: perspectives of young people with SEND on the transition from education to employment

ABSTRACT

Further education (FE) is an under-represented area in educational psychology practice. As young people move from education to employment, those who have received support for an additional need which is not then recognised as a disability by the 2010 Equality Act; special educational need (“SEN”) rather than special educational need and disability (“SEND”) are at a significant disadvantage. Research into young people’s views of their experience and hopes for the future is underexplored in this area. This small scale study used Q-methodology to investigate the views of ten young people with SEN (n2) and SEND (n8) as they leave further education. Three extracted factors, characterised broadly by need; social communication, physical needs, and learning difficulties, highlight different perspectives on the question of “what is important to you as you begin to prepare to leave college?”. Findings demonstrate some parity between young people with and without a disability recognised under the 2010 Equality Act, emphasising the importance of continued educational psychology involvement within the 16–25 age range. Implications for educational psychology practice are discussed.

KEYWORDS:

• Further education
• post-18
• post-16
• employment
• preparing for adulthood
• Q-methodology

Acknowledgments

The author would like to thank, in particular, Ryan Cullen, Dr Andrea Honess and Imogen Gorman for their support and guidance.

Disclosure statement

No potential conflict of interest was reported by the author(s).