‘I'm ready for a new chapter’: The voices of young people with autism spectrum disorder in transition to post‐16 education and employment

Abstract

This study explores the views and experiences of 12 young people with autism spectrum disorder (ASD) in transition to post-16 education and employment, in light of the changes introduced by the new special educational needs and disability (SEND) legislation in England. The extension of provision until the age of 25, and the introduction of person-centred education, health and care (EHC) plans, have given a significant place to the views of young people with SEND and their families. The views, wishes and aspirations of young people must be captured in the newly developed plans, reflecting the statutory requirement for local authorities to systematically record these in a biopsychosocial way, focusing on participation and well-being. Twelve semi-structured interviews were conducted with young people with ASD attending specialist settings or receiving specialist support under the new EHC plans. These were analysed inductively, through thematic analysis. The findings suggest that at the time of transition, young people with ASD want to become increasingly more independent, present ambivalent feelings about their future and acknowledge the relevance of support systems in their lives. Implications for practice and future research are discussed, in light of the new English policy context. The voices of young people with ASD in the new SEND framework in EnglandAll young people have the right to express their views and make informed decisions on matters affecting their lives (UN, 1989). Full and effective participationThe voices of young people with ASD 341

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

“…When desiging our study, we carefully considered our target sample. Building on work by Gaona et al (2019a), we sought to collect data from a broad sample of autistic young people who had attended both mainstream and specialist educational provisions. While specialist provisions cater for pupils with a wide range of needs and abilities, all of the young people attending specialist provisions would need to independently complete an in-depth survey, interview or focus group.…”

“…While much research has examined the impact of the reforms, there has been limited work specific to autistic young people, and especially from their own perspectives. In one of the few studies on this topic, Gaona et al (2019a) interviewed 12 autistic young people (16-25 years) who were either about to transition (n = 10) or had just transitioned (n = 2) to post-16 education. Eleven of these young people attended specialist schools, and all were able to participate in verbal interviews (although patterns of communication were described as 'heterogenous').…”

“…They also emphasised the critical and significant role that their families and schools played in supporting them. A related study examining these young people's EHC plans (Gaona et al, 2019b) emphasised that while they were able to share their views on their education (in Gaona et al, 2019a), the extent to which they were actively involved in planning and decision-making regarding their education and outcomes was questionable. Taken together, this work provided valuable insights into the challenges that a small sample of autistic young people faced as they entered a crucial phase of education.…”

‘Be prepared and give it a go!’ Transitions into further education for learners with additional learning needs

“…(Lecturer) However, sensitivity is required in the way the home-college relationship is managed, recognizing that the transition to FE can symbolize a move towards adulthood with a need for increased independence and responsibility (Morris & Atkinson, 2018). This nevertheless can be a challenging time for learners as they leave the comfort and familiarity of their school life concerned that they are not ready to take the next step, and with less experience autonomy and independence than might be expected of learners their age (Gaona et al, 2018).…”

“…Fostering good relationships was seen as an essential component in the transition process, with one practitioner suggesting that as part of her role as a Transition Officer, she should be involved in teaching the learners as well. This would maintain an element of familiarity and potentially alleviate concerns while facilitating a supported move towards independence and identification as a FE learner (Gaona et al, 2018).…”