Collaborative practice to support young people with ASN during the school to post-school transition in Scotland (The perspectives of young people, their families and professionals)

The school to post-school transition has been identified as a time when young people with Additional Support Needs (ASN) need extra support. This thesis focuses on the school to post-school transition planning and preparation process for young people with ASN in Scotland. In particular, the author scrutinised the collaborative planning and preparation that takes place amongst professionals to support young people with ASN and their families during this transition. The author also examined the influence of the Education (Additional Support for Learning) (Scotland) Act 2004 upon the process.<br/><br/>A mixed-methods research design was used to undertake three studies. Study 1 was a national on-line survey of professionals involved in post-school transition planning and preparation. Study 2 was a longitudinal study in which professionals involved in transition planning and preparations from one local authority were interviewed at 2 time periods (2004 before the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and 2010). Minutes of transition meetings from both periods were also examined. Study 3 was a case study of a further education college undertaken in the same local authority as Study 2, to understand the experiences of transition planning and preparation from the perspectives of the young people with ASN who had experienced post-school transition and their families, along with school and college professionals. Participants (young people, parents and professionals) were interviewed. Visual resources were developed by the author to support the interviews with the young people. Data in all the studies were analysed using a thematic analysis approach.<br/><br/>Finally, the findings of the three studies are presented and discussed. These include the perception that transition planning and preparation has become more young person centred since the Act was introduced. Implications for policy makers, practitioners, and future research are also discussed.

Name dc:type.qualificationname

Doctor of Education

Level dc:type.qualificationlevel

Doctoral Thesis

Grantor dc:publisher.institution

University of Dundee

Year dc:date.issued

2014

Author dc:creator

• Richardson, Thomas Duncan

Advisors dc:contributor.advisor

• Jindal-Snape, Divya
• Hannah, Elizabeth

• Collaborative practice
• Additional Support Needs
• Young People

Language dc:language

eng

Identifier

oai:discovery.dundee.ac.uk:studenttheses/051a8211-cca2-4003-8312-dac455ae93fe

OAI identifier oai:identifier

oai:discovery.dundee.ac.uk:studenttheses/051a8211-cca2-4003-8312-dac455ae93fe