1. Pathways Through Transition: Introduction to the Longitudinal Transitions Study Graeme Douglas and Rachel Hewett VICTAR Department of Disability Inclusion and Special Needs, University of Birmingham Sue Keil RNIB

2. Welcome

3. Aims of the day (and the project)  Learn about the experiences of blind and partially sighted young people as they transition from school to FE and HE and into the world of work. –support independent learning of young people and preparation for transition –barriers and enablers to successful transition (including into work) –the role of service providers

4. The Longitudinal Transitions Project  Started in 2009  In 2010 we recruited 82 young people: –aged 14-16 years (now 19-21) –supported by service for their visual impairment –‘independently complete a questionnaire’ –73 participants are still involved  Interviewed approx. twice a year  Plus 15 case studies in relation to different ‘pathways’

5. Sharing participant experiences – their pathways: School FE HE Finding a place to live The ‘Labour Market’

6. Conceptualising experience Social enablers Inclusive design; Anticipatory and reasonable adjustments Social enablers Inclusive design; Anticipatory and reasonable adjustments Individual enablers Self advocacy; Independence Skills (mobility, ILS); ICT; Qualifications; ECC* Individual enablers Self advocacy; Independence Skills (mobility, ILS); ICT; Qualifications; ECC* Services, systems, people e.g. ‘mainstream’ teams; teaching, employment and disability teams; families; campaigning groups Services, systems, people e.g. ‘mainstream’ teams; teaching, employment and disability teams; families; campaigning groups Policies and legislation e.g. Children and Families Act 2014; Care Act 2014; DSA; Access to Work Policies and legislation e.g. Children and Families Act 2014; Care Act 2014; DSA; Access to Work

7. Questions we might ask ourselves during the day:  At each point in the pathway: –What might we expect from the young people, and how can we help them be ready? –What must we expect from the social context (the employers, universities,..), and how can we help them be ready?

8. Find out more  Findings for the study are published in a series of technical reports, available on the project website: http://www.birmingham.ac.uk/research/activity/education /victar/research/transitions-study.aspx http://www.birmingham.ac.uk/research/activity/education /victar/research/transitions-study.aspx  Definitions: *ECC = “Expanded Core Curriculum”