Transitions to adult services by disabled young people leaving out of authority residential schools

B Beresford; J Cavet

Transitions to adult services by disabled young people leaving out of authority residential schools

Social Policy Research Unit

Research output: Other contribution

Abstract

Evidence suggests that poor transition planning and outcomes feature too often in the transitions of disabled young people from children's to adult services. Moreover the transitions of disabled young people leaving out of authority residential school placements can be even more problematic than the transitions of young people living with their families and attending local schools. Improving disabled young people's transitions to adult services and adulthood is now a government priority. Interviews with staff and managers working in children's services (education, health and social care), adult social care, Connexions and transition teams were used to explore how transitions from out of authority residential schools to adult services are currently managed. The study also identified factors which appear key to the transition process and its outcomes.

Original language	English
Publisher	Social Policy Research Unit, University of York
Number of pages	4
Place of Publication	University of York, York
Publication status	Published - 2009

Publication series

Name	Research Works
Volume	2009-04

Keywords

health services issues
ill/disabled children
social care services issues
multiagency working

Access to Document

DH Research Programme: Choice and independence across the lifecourse
Glendinning, C., Arksey, H., Baxter, K., Beresford, B. A., Heaton, J., Mitchell, W. A., Rabiee, P. & Sloper, T.
1/01/06 → 28/02/11
Project: Research project (funded) › Research

Cite this

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title = "Transitions to adult services by disabled young people leaving out of authority residential schools",

abstract = "Evidence suggests that poor transition planning and outcomes feature too often in the transitions of disabled young people from children's to adult services. Moreover the transitions of disabled young people leaving out of authority residential school placements can be even more problematic than the transitions of young people living with their families and attending local schools. Improving disabled young people's transitions to adult services and adulthood is now a government priority. Interviews with staff and managers working in children's services (education, health and social care), adult social care, Connexions and transition teams were used to explore how transitions from out of authority residential schools to adult services are currently managed. The study also identified factors which appear key to the transition process and its outcomes.",

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AB - Evidence suggests that poor transition planning and outcomes feature too often in the transitions of disabled young people from children's to adult services. Moreover the transitions of disabled young people leaving out of authority residential school placements can be even more problematic than the transitions of young people living with their families and attending local schools. Improving disabled young people's transitions to adult services and adulthood is now a government priority. Interviews with staff and managers working in children's services (education, health and social care), adult social care, Connexions and transition teams were used to explore how transitions from out of authority residential schools to adult services are currently managed. The study also identified factors which appear key to the transition process and its outcomes.

KW - health services issues

KW - ill/disabled children

KW - social care services issues

KW - multiagency working

M3 - Other contribution

T3 - Research Works

PB - Social Policy Research Unit, University of York

CY - University of York, York

ER -

Transitions to adult services by disabled young people leaving out of authority residential schools

Abstract

Publication series

Keywords

Access to Document

Projects

DH Research Programme: Choice and independence across the lifecourse

Cite this