Carroll, Catherine; (2011) Leaving special school : post-16 outcomes for young adults with specific language impairment. Doctoral thesis , Institute of Education, University of London.

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Abstract

Investigations of the post-16 outcomes for young people with a specific language impairment (SLI) are limited in scope. This thesis contributes to this body of knowledge by examining the academic, employment, independence and social outcomes of a cohort of pupils who attended a residential special school for pupils with SLI and the explanations provided by the young people for these outcomes and experiences. Sixty participants ranging between seventeen and twenty-two years of age completed a telephone survey to investigate their transition outcomes. Survey data are complemented by in-depth, face to face, interviews taken two years later with nineteen of the original cohort to explore their views on what had facilitated and hindered their transition experience. As a cohort, the young people were generally adapting well to the demands of life as a young adult. Almost all had continued into further education, with over half going on to increase their level of qualifications and some had entered university. Those young people who had started their working career were predominantly employed in the retail, administrative and skilled trade sectors and most of them enjoyed their work. The majority lived at home but reported a growing sense of independence and confidence. The transition back to their home communities, for the most part, had been positive with new friendships and a range of social activities engaged in. However, factors relating to gender and very low levels of qualifications were associated with more vulnerable transitions. The thesis uses the interplay of agency and structure to examine the transition accounts of the young people within the context of Bronfenbrenner's ecological model of human development. The findings have implications concerning the 14-19 curriculum provision for young people with SLI and for how their role in the transition process should be strengthened. Key words: Transition; Specific Language Impairment; Post-16; Special School; Special Educational Needs; Bounded Agency

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