Transition from school to adult life for physically disabled young people
- aDepartment of Sociological Studies, University of Sheffield, Northumberland Road, Sheffield S10 2TU, UK, bCommunity Health Sheffield, Children’s Hospital, Sheffield S10 2TH, UK, cDepartment of Rehabilitation, Northern General Hospital, Herries Road, Sheffield, S5 7AU, UK
- Professor Hall. e-mail:d.hall{at}sheffield.ac.uk
- Accepted 18 April 1998
Abstract
The transition process for young physically disabled people (n = 87) was studied in three districts to determine how it varied between schools, and how it was perceived by the disabled and their carers. The experiences of the young people were compared with guidelines for good practice based on relevant legislation. Results showed that young disabled people experienced a poor handover to adult services if they had no “statement of special educational need” or if they went to further education college. Young people with cerebral palsy or complex multiple problems fared less well than those with spina bifida or juvenile chronic arthritis. There are several deficiencies in the legislation. Physically disabled young people should receive a transition review regardless of whether they have a “statement”. The range of severity and type of disorders among the young physically disabled argues for a range of services—the category is too broad to be useful for research, service planning, and provision.
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Young physically disabled people should receive a “14+ assessment” regardless of whether they have a “statement”
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A period away at college can result in loss of contact with social services
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The age of transfer to adult services should be flexible
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One service cannot cater for all: a range of adult services is needed
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Transition plans must reflect service availability
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The primary health care team must be involved throughout childhood and adolescence
