Young People with Special Educational Needs' Experiences of School and the Transition to Adulthood.

摘要: This thesis explores the transitions to adulthood of young people with Special Educational Needs (SEN). It focuses on experiences a ‘hidden disability’ such as Autism or ADHD who attend attended mainstream school. The number are diagnosed these conditions has increased dramatically. Between 2005 and 2010 school children in England alone an autistic spectrum disorder by 61% 56000 (DfE, 2011,a). In recent years there been increasing focus including pupils SEN schools. England, Dis-ability Act (2002) Equalities (2010) have strengthened people’s right inclusion. research sought investigate impact social changes had lives. Longitudinal qualitative methods were used develop understanding interaction between policy individual biography. involved two life history interviews sample their parents which took place nine months apart. yielded over fifty interviews. These explored school, aspirations plans for future support they received. Two age cohorts research. first 10 11 at time interview second aged 18 -20. made it possible capture wider range transition. Drawing all data collected each person, 14 ‘case histories’ developed (Thomson, 2007). A thematic analysis was carried out across study. After finishing compulsory education study followed pathways employment. Any additional received came from services rather than specialist provision. Family friends also major source support. Young influenced sense themselves learners. However, this not only factor; example, some negative experience able draw achievements other areas lives achieve success further