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Challenges in planning transition to adulthood for young people who have special educational needs and disabilities: professional and managerial perspectives

Dunsmuir, S; Cline, T; Crafter, S; Lang, J; (2020) Challenges in planning transition to adulthood for young people who have special educational needs and disabilities: professional and managerial perspectives. Journal of Research in Special Educational Needs , 20 (1) pp. 27-37. 10.1111/1471-3802.12459. Green open access

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Abstract

This study reviewed perceived changes to planning and management of transitions to adulthood for young people with special educational needs and disabilities in three local authorities in England, following implementation of the Children and Families Act (2014). Wenger's ‘community of practice’ theoretical framework was used to examine how groups of professionals and managers working in education, health and social care in three areas, set about implementing selected radical changes required by the legislation. Telephone interviews with sixteen participants were transcribed and subjected to thematic analysis. Themes identified related to professional activity, planning and organisation, implications for young people and families and outcomes. There were indications of shifts in professional conceptualisations and reported practices as a result of the Act. Participants described enhanced cross‐service communication and co‐ordinated working practices, achieved though service restructuring, co‐location and changed lines of accountability. An increased emphasis on long‐term planning and involving young people in planning and decision‐making was evident with regard to defining outcomes, and living and working as an adult. The results are considered in relation to the extent that mandated change can influence attitudes and cultures within communities of practice, contributing to the contemporary theoretical debate to incorporate issues relating to power.

Type: Article
Title: Challenges in planning transition to adulthood for young people who have special educational needs and disabilities: professional and managerial perspectives
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1471-3802.12459
Publisher version: https://doi.org/10.1111/1471-3802.12459
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Inter‐professional, outcomes, mental capacity, community of practice, SEND legislation, transition to adulthood
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10073942
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