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Transition and employment support for young people with ID in school or college in the UK [Abstract]

Beyer, Stephen Richard 2008. Transition and employment support for young people with ID in school or college in the UK [Abstract]. Journal of Intellectual Disability Research 52 (8-9) , p. 688. 10.1111/j.1365-2788.2008.01087.x

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Abstract

Aim: Transition has been a prime focus of attention for regional and national governmental policy for some years. However, employment for young people with learning disabilities is still rarely reported as an outcome of transition supports. Methods: The paper reports the findings of a study on employment and transition support for 145 young people and their carers in two cohorts in the years 2005and 2006. Fourteen special, one mainstream and five colleges took part in the research and six different models of transition and employment support were identified. Logistic regression analysis was carried out to identify factors influencing gaining employment. Results: The number of young people entering employment differed significantly between the first (.%) and second cohort (.%) which highlights the variability of service input and quality across the various models of transition support. Conclusions: Transition support organizations acted as effective promoters of the employment route offering more concrete advice and practical support options.What works is the combination of school/college based qualification courses and efforts to get work experience placements delivered by outside employment support agencies.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Medicine
MRC Centre for Neuropsychiatric Genetics and Genomics (CNGG)
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
R Medicine > R Medicine (General)
Additional Information: Special Issue: People with Intellectual Disabilities: Citizens in the World Symposium: Transitions from school – I
Publisher: Blackwell Publishing
ISSN: 0964-2633
Last Modified: 04 Jun 2017 03:09
URI: http://orca-mwe.cf.ac.uk/id/eprint/17477

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