A guide to the planning process that should take place to prepare children with autism for transition to adult services.
The transition process is an important time in an individual's life. It is a time of planning and securing future direction. It involves the large step from child to adult services. For individuals with an autistic spectrum disorder (ASD) it is even more important to ensure that they are involved, prepared and understand the changes, which are likely to take place as they reach 16. It also provides all agencies with the opportunity to demonstrate good inter agency practice and support for individuals with special needs.
Unfortunately, the transition stage is currently an area that is often neglected and parents have to do a lot of pushing to ensure all services work together in establishing an appropriate transition plan which meets the needs of the individual. The aim of this information sheet is to provide you with information about the transition plan and inform you of what is actually meant to occur to help the transition from child to adult services be smooth and successful.
What is a transition plan?
A transition plan is a detailed document, which should highlight the future needs of an individual and how they should be met. It addresses core areas such as further education, health, housing, transport, work, relationships and hobbies.
This document plays an essential role during the last years of statutory education and contributes to the smooth and successful move into adult services, ensuring all the needs of the individuals are being met appropriately by all agencies.
The transition plan should draw together information from a range of individuals within and beyond school in order to plan coherently for the young person's transition to adult life.
(Section 9:51 Special Educational Needs (SEN) Code of Practice (England) 2001)
The transition plan is not a static document but a document that recognises that an individual's needs may alter over time. The need for flexibility is clearly stated in the Special Educational Needs (SEN) Toolkit (2001):
... transition planning is a continuous and evolving process and therefore the transition plan can also change and grow over time. (p.1)
Listed below is the legislation and guidance, which is both directly and indirectly applicable to the transition plan.
Legislation
Education Act 1996
Children Act 1989
NHS and Community Care Act 1990
Disabled Persons (Services, Consultation & Representation) Act 1986
Learning and Skills Act 2000
Guidance - Valuable resources
Special Educational Needs Code of Practice (England) 2001
Special Educational Needs Code of Practice for Wales 2001
SEN Toolkit (2001)
Connexions Framework for Assessment Planning and Review.
SEN Regional partnership contacts Some regions have set up their own guidance relating to the transition process, the south region has some very good resources and is an example of good practice. For further information please see contact details at the end of this information sheet.
England, Wales and Scotland
As education legislation and guidance differs in Scotland this information sheet is only relevant to children in England and Wales. Currently, Scotland have a 'future record of needs' document which should cover the transition stage. For further information please see contact details at the end of this guide.
Transition planning process
Preparation and planning are key elements to this process. Throughout the process information needs to be clear and accessible to all of those involved. Most importantly the child has to fully understand the process and be involved from the start.
If a child has a statement of special educational needs then this process should happen automatically when the child reaches year 9 (year of their 14th birthday). The main time for discussing transition planning is at the child's annual reviews. From year 9, annual reviews are renamed transition reviews.
(Section 21 and 22 of the Education Act 1996)
Transition reviews (annually) provide the opportunity for:
- The child* and their family to express their strengths, concerns, hopes and wishes for the future
- Discussion about what support the individual will require in the future from agencies such as social services, housing, health, employment and Connexions.
- All professionals and representatives from agencies relating to both child and adult services to meet and discuss their present role and their proposed role in the individual's future.
*Please note that the child's attendance at the reviews may not always be appropriate but their views must always be represented.
Prior to each transition review it is important to ensure:
- That all of those involved have up to date information and know the agenda and the intended outcomes of the meeting.
- That everyone is clear of their role and responsibility relating to the transition plan and action from last meeting.
- That environmental factors, in relation to the child's needs, have been considered when deciding on a location for the meeting.
- That the child has been given the option of an advocate, that the child's preferred means of communication has been identified and all information to be discussed has been made accessible to assist them to make informed decisions.
If a child does not have statement of special educational needs but will require support after they leave statutory education then it is important that they are offered guidance and support. It should be the responsibility of the local Connexions service (England) or Careers Wales to ensure that the school are aware of the options available to these individuals and offer an appropriate level of support. (Section 9.62 of the SEN Code of practice (England) 2001) and (Section 9.66 of the SEN Code of Practice (Wales) 2001)
Roles and responsibilities
Transition planning requires a lot of interagency working, and this is often where difficulties arise, so from the start it has to be clear what people's roles and responsibilities are, not only during the process, but also in the future. The involvement of a number of agencies means clear communication channels and agreed methods of working need to be in place in order to transfer information correctly and successfully.
Obviously, the types of professionals involved, their roles and level of responsibilities will alter and fluctuate during the transition years dependent on the individual child's needs.
All professionals involved should have a clear understanding and awareness of the unique needs of individuals who have an ASD. If professionals do not have a knowledge of ASDs then they need to actively seek out information on the condition prior to the start of the process.
The child
Central to the transition is the child, at all times they have to be informed and consulted. Information and options need to be presented to them in an accessible way allowing them to make informed decisions. Individuals with ASD may have difficulty making choices due to difficulties conceptualising and imagining alternative outcomes. So, to avoid unnecessary anxiety and confusion choices may need to be narrowed down before presenting them to the child.
Parents and carers
Already playing a very important role, parents and carers can provide valuable contributions to the transition plan reviews because they are experts on their child. They may be able to indicate the needs of the child now and propose avenues they feel will be suitable to meet their child's needs in the future. They need to consider the degree to which, they wish and are able to be involved in the personal care and social development of their child.
Parents and carers need to be prepared and informed, as local services may not be forthcoming with all the relevant documents. Some actions to take:
- Ask to see local guidance/policy relating to transition plan
- Ask who the named school contact is
- Know the actual names, roles and responsibilities of all professionals involved on a local level
- Identify named connexions worker/ careers advisor
- Find out about time scales involved and deadlines
- Ensure all of those involved have a knowledge of ASD.
- Investigate options available to your child in all areas further education, health, housing, transport, work, relationships and hobbies. You are then able to influence and present alternatives which may be more suitable for your child.
Local Education Authority (LEA)
Have to notify the local connexions/ careers service no later than two weeks before the start of the school year (year 9) of all those pupils in their area who will require a year 9 review, this includes all of those who are not educated within a school.
Head Teacher
Their main role is initiating the process and ensuring the transition plan is produced.
They are responsible for inviting the connexions/careers Wales service to the review meeting. In addition they should also invite all agencies they feel are relevant to the review meeting. In particular, social services need to be provided with an invite allowing them to carry out parallel assessments, in accordance with legislation, in relation to the child's current and future needs.
Connexions Service (England only)
The connexions service is responsible for the overall management and bringing together of the transition plan. In some cases a connexions Personal Adviser (PA) may be assigned. As they are fundamental to the process a connexions service representative is obliged, by the condition of grant to attend the year 9 review.
The connexions service role is clearly stated in Section 9:57 S E N Code of Practice (England) 2001.
The Connexions Service should assist the young person and their parents to identify the most appropriate post 16 provision, provide counselling and support, and have a continuing oversight of information on, the young person's choice of provision. These processes will need to be carried out in partnership with the Lea's SEN officers and those professionals who know the young person well.
The local connexions service should be able to provide the individual with information about local options, in particular educational and employment.
Careers Wales
In Wales you need the involvement of Careers Wales, whose responsibilities differ slightly, from the connexions service, they are responsible only for the areas of the transition plan, which relate to further learning or employment. A representative from Careers Wales 'must make every effort to attend' the year 9 annual review and any subsequent reviews. Where a representative is unable to attend the child and the family should be offered a careers guidance interview before the Year 9 review and this information should be included in the review. (Section 9:56 SEN Code Of Practice (Wales) 2001)
School staff
Alongside the family the school staff should be able to provide an insight into the individuals strengths and areas of needs. They should also actively be involved in any development and adaptations during the child's remaining school years, which are recognised in the early transition reviews.
Social Services Departments (SSD)
If a child is not already receiving support and services then it is very important that communications with the local SSD are started early to ensure that appropriate assessments are carried out and services offered. A representative from social services should attend the year 9 review to discuss parallel care assessments and services, which the individual may already be receiving or are entitled to have in order to meet their short and long term needs.
Under the Children Act 1989, s.2, SSD's 'should give Local Education Authorities information on services generally available for families of children in need'. Social services legislative duties and good practice are outlined further in Section 11 of the SEN toolkit (2001).
In addition, The Disabled Persons Act 1986 states that the LEA is required to notify social services of individuals leaving full time education who are considered disabled. Social services should respond by carrying out a multi agency community care assessment, under the NHS and Community Care Act 1990, no later than three months, before the child's leaving school.
The transfer of responsibility from child to adult social work teams can be confusing time. The reviews provide an opportunity for the social work teams to demonstrate good practice by providing information on how and when this occurs.
Health services
Some transition plans may require the input and advice from health representatives. For example continued speech and language therapy and/or occupational therapy.
Areas to be covered
All aspects of individual's life need to be taken into consideration within the transition plan to ensure they are given options that reflect their desired future direction. The transition plan should address core areas such as further education, health, housing, transport, work, relationships and hobbies. With all areas it is important that the individual understands what each route involves and how it will affect them. Please see below for brief details of the main areas to be considered.
During the production of the transition plan discussion should not only be geared to services and support available but should also focus on other 'ideal' services which may not be available at the present time but would be suitable to the individual if they were available.
It is important that visits are made to all prospective providers and/or further education establishments allowing the individual to make an informed decision. The following are some factors to consider: location, size of the place, number of staff, level of support offered, environmental issues (noise), ASD training and experience.
Housing options
Living arrangements can vary considerably dependent on the level of need of the individual. Some may wish to remain in the family home or choose to live independently. Others may require different levels of supported living, ranging from a home-helper to full time residential placements. The type of housing provision and support should be established through the community care assessment and detailed in their care plan. Local housing departments should work alongside social services helping to identify possible housing options available to the individual. For further information please see the Autism Helpline's Housing options information sheet and contact details at the end of this information sheet.
Further and Higher Education
Deciding whether or not to continue with education and further learning is a very difficult decision. There are lots of things to consider - for example, the type of college, subject areas, vocational courses. The opportunity to investigate and discuss all the options available is necessary. For some the option to continue in their current educational provision post 16 may also be available. Responsibility for the funding and planning of education and training for over 16-year-olds in England rests with the Learning and Skills Council. In Wales it is The National Council for Education and Training in Wales (ELWa). There are some exceptions, where the LEA continues to be responsible for the funding up until 19. For further information please see the contact details at the end of this page.
Employment
Some individuals may wish to go straight into employment situation. Again, the type of employment, amount (full/part time) and level of support depends on the individual's level of need. Employment options are vast and therefore it is essential that clear, appropriate and realistic options are provided. Accessing employment can sometimes be difficult the transition plan is able to ensure that the correct level of support is in place prior to entry into the work place. Many areas have supported employment schemes that offer varying degrees of support from full time to occasional. Entry onto employment schemes is through the local disability employment advisor, who should be located at your nearest Jobcentre Plus. For further information please see the Autism Helpline's Employment information sheet and contact details at the end of this page.
Leisure
An area that can often be overlooked is the maintaining of an individual's hobbies and interests into adulthood, but it is essential that these along with any additional leisure activities are incorporated into the transition plan.
Community Care/ Children Act assessment
As highlighted earlier, in the roles and responsibility section, individuals may be assessed under either the Children Act 1989 (under 18) or the NHS Community Care Act 1990(18+) to ensure their needs are met by the SSD. If requested, SSD's have a duty to carry out an assessment where there is an apparent need. If you have a disability then you have an apparent need. From the assessment, where a need is identified, they should draw up a care plan to detail what services and support they can offer to meet these needs. The assessment should be comprehensive and should include consideration of the following needs: personal/social care; health; accommodation; finance; education/employment/leisure; transport/access and any communication (social skills), psychological or other needs associated with the ASD you have. It is not the responsibility of SSD to fund welfare benefits, healthcare or employment services.
Respite
If an individual lives and plans to continue living in the family home with their parents/carers they may be entitled to respite. Respite is accessed through the age-appropriate assessments mentioned above. When respite is already being received or it is likely to be required during the transition years and into adulthood it must be clearly documented on the transition plan. For further information please see the Autism Helpline information sheets: Community care/Caring for a child getting help from social services.
Benefits
The complexities of the benefit system can be very confusing. You should be aware of and prepared for any changes relating to the benefits already received and the new benefits the individual may be entitled to. For further information please go to Benefits and community care.
What if the transition plan process has not started?
Education
At the earliest opportunity you need to consult with your child's school and ask to view the school's transition plan policy and discuss with them their responsibilities as stated in Section 9 of the SEN Code of Practice (2001). In addition, contact your nearest Connexions service or Careers Wales and arrange an appointment to discuss the production of the plan. You may also need to get advice from special educational needs services. For further information please see contact details at the end of this information sheet.
Social Services
If social services fail to carry out assessments or to provide services where they have identified a need then you will need to go through the formal complaints procedure and/or seek legal advice. Find out more about community care and caring for a child: getting help from social services.
References/further information
Legislation
All the Acts mentioned can be found on - www.hmso.gov.uk
Further reading
Jones, G. (2003). Educational provision for children with autism and Asperger syndrome: meeting their needs. London, David Fulton Publishers.
Autism Education Trust. Transition (PDF to download from website).
Contacts
General
Citizen Advice Bureau's (CAB) are a good source of information on all areas. Details of your nearest CAB can be found in your local phone directory or on the following site: www.nacab.org.uk
The following website is useful resource which looks at options and choices available to those with a disability after they leave school.
www.after16.org.uk
England
Education guidance
For copies of the SEN Code of Practice 2001 (DfES 581/2001) and the SEN toolkit (DfES 558/2001)
Department for Education and Skills
Tel: 0870 000 2288/ 0845 60 222 60
Email: info@dfes.gsi.gov.uk
Website: www.dfes.gov.uk
Regional SEN resources
The link below provides you with contact details of all SEN Regional partnerships: www.teachernet.gov.uk/wholeschool/sen/regional/
The South West Regional Partnership has excellent resources and guidelines relating to transition.
www.sw-special.co.uk/
Connexions Service National Unit
Department for Education and Skills
Moorfoot
Sheffield S1 4PQ
Tel: 0870 900 6800
Website: www.connexions.gov.uk - to find nearest service's contact details
Learning and Skills Council
Tel: 0870 900 6800
Email: info@lsc.gov.uk
Website: www.lsc.gov.uk
The Learning and Skills Council (LSC) is responsible for funding and planning education and training for over 16-year-olds in England.
Wales
Education guidance
For copies of the Special Educational Needs Code of Practice for Wales (2001)
National Assembly for Wales
Cathays Park
Cardiff CF10 3NQ
Tel: 029 208 26078
Website: www.wales.gov.uk
Careers Wales
Tel: 02920 854880
Website: www.careerswales.com
They have lots of information and advice about options at 14+, 16+ and 17+. www.careerswales.com/Publications/14%2Bstudents_e.pdf
The National Council for Education and Training in Wales (ELWa)
Tel: 08456 088 066
Website: www.elwa.ac.uk
Are responsible for the planning, promoting and funding of all 16+ education and training (excluding Higher Education, see contact below)
Higher Education Funding Council for Wales
Linden Court
The Orchards
Ilex Close
Llanishen
Cardiff CF14 5DZ
Tel: 029 2076 1861
Email: info@hefcw.ac.uk
Scotland
Enquire
Children in Scotland
Princes House
5 Shandwick Place
Edinburgh EH2 4RG
Tel: 0845 123 2303
Email: seninfo@childreninscotland.org.uk
Website: www.enquire.org.uk
Enquire provides special education needs advice for children in Scotland they produce a booklet Life at school and choices at 16+ - A guide for secondary students who need extra support
Website: www.enquire.org.uk/pdfs/guide3.pdf
Careers Scotland
Tel: 0845 8 502 502
Website: www.careers-scotland.org.uk
Education
NAS Educational Advice Line
Tel: 0845 070 4002
This service provides advice and support on special educational needs for parents whose children have autism or Asperger syndrome.
IPSEA (Independent Panel for Special Educational Advice)
6 Carlow Mews
Woodbridge
Suffolk IP12 1DH
Tel: 0800 018 4016 - Helpline (Mon-Thurs: 10-4pm)
Skill: National Bureau for Students with Disabilities
Head Office:
Chapter House
18-20 Crucifix Lane
London SE1 3JW
Tel: 020 7450 0620
Email: skill@skill.org.uk
Website: www.skill.org.uk
Information Service (open Monday-Thursday PM) Tel: 0800 328 5050 (freephone) and 020 7657 2337.
Provides information on further education.
Employment
Jobcentre Plus
Website: www.jobcentreplus.gov.uk
National Association of Supported Employment
Tel: 0772 935 6264
Website: www.afse.org.uk
Has links to a variety of issues relating to supported employment.
Remploy Ltd
Tel: 0800 138 7656
Website: www.remploy.co.uk/html/index.htm
Remploy is an independent company, supported by the Government that operates a supported placement scheme called Interwork. Further information is available from your Disability Employment Adviser.
Prospects Employment Consultancy
Contact details for Prospects, the supported employment agency for people with or actively seeking a diagnosis for an autistic spectrum disorder (including Asperger syndrome).
Prospects London
Studio 8
The Ivories
6-8 Northampton Street
London N1 2HY
Tel: 020 7704 7450
Email: Prospects-London@nas.org.uk
Prospects Glasgow
1st Floor
Central Chambers
109 Hope Street
Glasgow G2 6LL
Tel: 0141 248 1725
Email: Prospects-Glasgow@nas.org.uk
Housing
Housing Options
78a High Street
Witney
Oxon OX8 6HL
Tel: 0845 456 1497
Website: www.housingoptions.org.uk
A specialist independent housing advisory service for people with learning disabilities, their relatives and professionals.
The National Housing Federation
Lion Court
25 Procter Street
London WC1V 6NY
Tel: 020 7067 1010
Website: www.housing.org.uk
Publishes a directory of housing associations.
National Association of Adult Placement Services
51a Rodney Street
Liverpool L1 9ER
Tel: 0151 709 1200
Email: audrey@naaps.free-online.co.uk
Publishes a directory of adult placement schemes.
National Centre for Independent Living
250 Kennington Lane
London SE11 5RD
Tel: 020 7587 1663
Email: ncil@ncil.demon.co.uk
Website: www.ncil.org.uk
Association for Residential Care (ARC)
ARC House
Marsden Street
Chesterfield S40 1JY
Tel: 01246 555 043
Website: www.arcuk.org.uk
Provides residential and other services to people with a learning disability.
Key Ring
The Impact Centre
12-18 Hoxton Street
London N1 6NG
Tel: 020 7749 9414
Email: krnetworks@aol.com
Website: www.keyring.org
Benefits and financial assistance
The Benefits enquiry line
Tel: 0800 88 22 00 for advice on any benefit
The Disability Alliance
Rights Advice Line: 020 7247 8763
Independent Living Fund
PO Box 183
Nottingham NG8 3RD
Tel: 0845 601 8815
Website: www.ilf.org.uk
Provides information on potential financial assistance.
Advocacy
Citizen Advocacy Information and Training (CAIT)
164 Lee Valley Techno Park
Ashley Road
London N17 9LN
Tel: 020 8880 4547
Website: www.citizenadvocacy.org.uk
Citizen advocacy offers the friendship and support of one citizen for another. CAIT is the national resource agency for citizen advocacy.
Quick link to this page:
www.autism.org.uk/17370