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The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools
Author(s) -
Crane Laura,
Davies Jade,
Fritz Anne,
O’Brien Sarah,
Worsley Alison,
Ashworth Maria,
Remington Anna
Publication year - 2021
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12372
Subject(s) - flexibility (engineering) , psychology , autism , vocational education , variety (cybernetics) , experiential learning , special needs , special education , transition (genetics) , medical education , developmental psychology , challenging behaviour , pedagogy , learning disability , medicine , psychiatry , statistics , biochemistry , chemistry , mathematics , artificial intelligence , computer science , gene
Education professionals (n = 41) in special schools were interviewed about supporting their autistic pupils transitioning to adulthood following the introduction of the Children and Families Act 2014. Our participants explained how they lacked the time to fully implement knowledge gained from training, leading to growing reliance on experiential expertise. While our participants reported employing a variety of methods to elicit the voices of pupils, they were uncertain how effective and ethical these were. Further, a lack of available opportunities meant that participants felt they could not always support young people in achieving their goals. Based on these findings, we recommend greater investment in the implementation of staff training, more flexibility for schools to be able to meaningfully elicit and act on pupils' voices, and better vocational opportunities for autistic young people with additional learning needs. This would enable the principles of the Act, which have been widely lauded, to become a closer reality.