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

Research output: Other contribution

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Publication details

DatePublished - 2009
PublisherSocial Policy Research Unit
Number of pages4
Place of PublicationUniversity of York, York
Original languageEnglish

Publication series

NameResearch Works
Volume2009-04

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.

    Research areas

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

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