Results of longitudinal study of transitions experiences of blind and partially sighted young people to adulthood: The best of times and the worst of times – navigating transition at a time of policy challenge and opportunity Graeme Douglas and Rachel Hewett, VICTAR, University of Birmingham

Visual Impairment Centre for Teaching and Research (VICTAR) Department of Disability Inclusion and Special Needs, School of Education, University of Birmingham Two research & teaching centres VICTAR ACER (Autism Centre for Education and Research) Largest UK provider of Mandatory Qualification for Teachers of Children with Visual Impairment Masters/PhD students

Overview Current context, and where are we are coming from The longitudinal transitions project What happens when I’m 16? Going to University Moving into adulthood What can we do about it?

1. Current context, and where we are coming from

Starting point DfE context (England): CoP and ‘Preparing for Adulthood’ Links to the conceptions and literatures in the field of Vision Impairment Education Carol B. Allman and Sandra Lewis (2014) ECC essentials: teaching the expanded core curriculum to students with visual impairments. AFB Press. “Beginning with the end in mind” “Focussing on the potential adult”

Preparing for Adulthood - The Code of Practice Start early – understand the interests, strengths and motivations of children and young people and use these to plan All professionals working with families should support children and young people to make choices for themselves The Local Offer must include provision which will help children and young people prepare for adulthood and independent living Local authorities have a legal duty to ensure that all reviews of EHC plans from Year 9 onwards include a focus on preparing for adulthood New tool to support the development of outcomes related to PfA: http://preparingforadulthood.org.uk/resources/all-resources/advice-from-dfe/pfa-outcomes- tool

EHC plans post-19 Should include opportunities to: experience the world of work develop independence skills in an adult context LAs must not cease an EHC plan simply because the YP turns 19 New DfE resource on 19- 25 EHC plan eligibility: https://www.gov.uk/government/publications/send-19-to-25-year-olds- entitlement-to-ehc-plans CoP reference to ‘independence’

Links to the field of Vision Impairment Education Traditional interest in “broad and balanced curriculum” Inclusive teaching (accessible and modified materials, environmental audits and adjustments, peer and staff awareness training) Concepts of independence (mobility, living skills, technology), additional curricula Dual role “Access to learning” AND “Learning to access”

Child’s age / developmental level (Time) Providing ‘Access to Learning’ Teaching ‘Learning to Access’ Increased independence; Emphasis upon additional curriculum

Working through the model Teaching young and developmentally young pupils will involve the teacher emphasising ‘access to learn’ strategies, e.g. Enlarged text books; use of teaching assistants for curriculum access tasks; sighted guide when moving around the school; specialist accessible teaching resources. The teacher will emphasise ‘learning to access’ strategies to encourage independence. This emphasis will increase as the child gets older, e.g. Low vision aids; touch typing; use of computers / laptops; provision of electronic files rather than hard copy material; independent mobility; self advocacy.

Accessing information independently in lessons http://www.rnib.org.uk/services-we-offer-advice- professionals-education-professionals/technology-education Video of Ben

2. Longitudinal Transitions Project Background: In 2010 we recruited 82 young people: aged 14-16 years (now 20-23) supported by service for their visual impairment ‘independently complete a questionnaire’ 60 participants are still involved Interviewed approx. twice a year plus case studies in relation to different ‘pathways’ Findings can be found: www.birmingham.ac.uk/victar; RNIB website; NatSIP website

Background to the project INDEPENDENT LIVING ENABLERS LABOUR MARKET – EMPLOYMENT VS NEET COMPULSORY EDUCATION ???? FULFILLING POTENTIAL BARRIERS

3. What happens when I am 16? Where do people go after compulsory education? Well educated (higher than national average) and optimistic Many remained in education – sixth form, FE Many went to university Some into employment and apprenticeships But increasingly: Churning Some long-term ‘not in education employment or training’ (NEET) Higher then expected dropped out of university or repeated years Few living independently, and anxiety about employment

From school to FE http://www.rnib.org.uk/insight-online/must-watch-transition-stories Video about Siraj What do you think about the support Siraj talked about? What do you think worked? And what might have been different?

4. Going to University Transition into higher education can be extremely challenging Universities often offer poor support and adjustments Disabled Student Allowance (DSA) is hard to navigate Students are often unprepared, e.g. Self-advocacy Independent research Getting around independently Mainstream environment Some students either did not complete degree or were disappointed with degree classification

4. Going to University Some Enablers: Strategy in place for working independently which student can articulate Organisation skills and sense of responsibility (Mainstream) Technology is very important – and young people use it with great skill: “I use an iPad in my placement for my notes. You can adjust the brightness and the darkness. Can enlarge things when they need enlarging. You can do all kinds of things with it – it’s the best thing I’ve ever had.” But some DSA assessors would not allow purchase equipment unless it was ‘specialist’.

University experiences http://www.rnib.org.uk/insight-online/must-watch-transition-stories Video about Jasmine

Starting University guidance DSA and other funding Negotiating Support Choosing a university Study advice Life at university Moving to university http://www.rnib.org.uk/young-people/starting-university

5. Moving into adulthood Moving into the labour market, living independently, and having responsibility Some findings: Leaving school with limited knowledge of employment services Little knowledge of Access to Work, or DLA / PIP Some young people have limited understanding of their visual impairment and available benefits: “Tough Talks” resource CYPVI often have complex lives Often with health difficulties, other disabilities, and hospital appointments Some young people unprepared to self-advocate E.g. How to declare VI, explain support needs, challenge when reasonable adjustments not met Some young people unprepared to get around independently in new areas and to use public transport Young people have had limited work experience opportunities – less competitive in job market

5. Moving into adulthood Getting back (and staying in) in the system can be hard: Most young people received advice and preparatory support for transitions up until the age of 16 as part of an official Transition Review. But less specialist support available for transitions after this age. Complex transitions into FE, particularly when young person no longer linked to LA Significant numbers of LAs not supporting young people in post-school settings (based on RNIB FOI, 2014) Low re-engagement: none of the participants had an Education Health and Care plan (EHC plans), and very few even knew what an EHC plan was

6. What can we do about it? A key challenge facing educators and policy makers is knowing how to include the ECC and the academic curriculum “given the time constraints of the school day” (Wolffe and Kelly, 2011, p. 341) Making the service position clear – The ‘offer’ Brent LA VTS – 8 outcomes Learning to access Use of equipment Independence and negotiation skills Participation Meeting others Getting around Looking after him/herself Life after school

Eight strategies and requirements for finding the balance? Early intervention Long term and consistent educational interventions Knowledgeable specialist professionals Direct instruction by specialists Practice and consistent reinforcing of instruction Cross-curricula working Inclusive schools and environments Educational policies and resourcing

But it often works – and when it does… it’s transformative: “I can’t really emphasise how helpful she has been, to be honest. Because she has been consistent since when I was 14 all the way to now, she has always been a support through uni and everything, when I was at [college], finding me these work placements that I did, thinking about when I graduate, she was on the ball… She would help me with my job search and finding somewhere to live if I needed something. So she was a really valuable resource that I have been able to tap into.” (Young person sharing their experience of working with a Transitions Officer)

Some useful links Resources to help young people with visual impairment transitioning into higher education: ‘Starting University’ available at http://www.rnib.org.uk/young-people/starting-university A toolkit to assist visiting teacher services to design their services around broad educational outcomes (with Brent LA and RNIB) at https://www.natsip.org.uk Bridging the gap (new version for England on its way), at http://www.rnib.org.uk/young-people-school-life-and-planning-ahead- making-transition-school/transition-guide-bridging-gap BBC’s “Too many helping hands”, at http://www.bbc.co.uk/programmes/b07wphhh

Some useful links Transitions conference and videos http://www.rnib.org.uk/transition-conference http://www.rnib.org.uk/insight-online/must-watch-transition-stories VICTAR blog https://victarnews.wordpress.com/ Recent project summary report available at: www.birmingham.ac.uk/victar

References, e.g. Douglas et al (2012) Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. National Council for Special Education (NCSE), Trim, Ireland. http://www.ncse.ie/research/researchreports.asp Douglas, G., McLinden, M., Robertson, C., Travers, J., and Smith, E. (2016) Including pupils with special educational needs and disability in national assessment: Comparison of three country case studies through an inclusive assessment framework. International Journal of Disability, Development and Education, 63(1), 98-121. McLinden, M., Douglas, G., Cobb, R., Hewett, R. and Ravenscroft, J. (2016). Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory. British Journal of Visual Impairment, 34(2) 179–197.

Contact details Graeme Douglas: G.G.A.Douglas@bham.ac.uk Rachel Hewett: R.G.Hewett@bham.ac.uk @RachelHewettUoB VICTAR website: www.birmingham.ac.uk/victar VICTAR blog: https://victarnews.wordpress.com/