Good practice in transition

This article was originally published in 2009 in a report by Ben Higgins, which was commissioned by the South West Valuing People Board and entitled Good practice in supporting adults with autism: guidance for commissioners and statutory services. Read the full report here.

People with autism can find change very difficult and are often unable to visualise what life might be like in the future. Transition from children's to adult services is a particularly traumatic time for young people with autism and is often associated with high levels of anxiety.

The Transition Information Network (TIN)¹ has identified five underlying principles of good practice in facilitating effective transitions:

• full participation of young people and their families
• comprehensive multi-agency engagement
• provision of high-quality information
• effective transition planning
• an array of opportunities for living life.

Autism impacts across a range of agencies and therefore effective multi-agency working is central to the smooth transition of young people with the condition. Local authorities need to develop clear protocols identifying the responsibilities of each agency in their transition process. Transition plans must identify their future needs across different agencies, including employment, housing and social care.

Significant problems have often been caused by poor information-sharing between children's and adult services. Local authorities need to know how many young people with autism are leaving school over the next five years and the type of support they are likely to need in order to plan and commission accordingly. This data should be included in the joint strategic needs assessment (JSNA).

The young people with autism and their families must be fully involved in the planning process for this transition. It is good practice to develop a person-centred transition plan that identifies the young person's aspirations, and to provide support to help them achieve those aspirations. However, people with autism may find it hard to either visualise or express their aspirations and may require the support of a skilled advocate. It is also essential that Connexions' advisors have sufficient training to provide appropriate support to young people with autism. At transition there are often several agencies from both children and young people's (CYP) and adult services involved. Commissioners should ensure each young person has a lead professional responsible for liaising with services and guiding them though the transition process.

Learners with autism often experience significant barriers in accessing further education (FE) provision. Within a busy mainstream college, learners with autism will require quiet areas they can access when anxious. Support staff require a good understanding of autism to respond appropriately to the needs of learners. It is good practice for colleges to employ an autism specialist support worker who is based in feeder schools for the final phase of the students' school education and who then supports their transition to college during the following academic year.

College placements should involve meaningful progression, improving the young person's opportunities to move towards independent living and gain paid employment in line with Learning for living and work.² This may mean setting up a house or suitably equipped rooms within the college where young people can learn independent living skills, or providing specific courses on social skills, communication skills or emotional regulation. It is essential, too, that young people have the opportunity to gain work experience through their college in order to be better prepared for work.³

Whilst many young people with autism benefit from attending college, it is important not to make assumptions about what may seem to be a logical next step for them. At transition the young person should have a genuine choice of options available. Local areas need to provide a range of opportunities for young people with autism including support into employment, supported living schemes and appropriate FE provision. The provision of good quality and accessible information about the options available is an essential part of empowering the person to have choice and control over their future. 

¹ Transition Information Network (2009). TransMap: from theory into practice. London: Council for Disabled Children.
Available to download from www.transitionsupportprogramme.org.uk/resources/toolkits.aspx [Accessed 20/08/2009]
² Learning Skills Council (2006). Learning for living and work. Coventry: Learning and Skills Council
³ Department of Health (2009). Valuing employment now. London: Department of Health