Young people with learning disabilities or autistic spectrum disorder in post-compulsory state supported schools in England. Issue 3 (6th July 2015)

• Record Type: Journal Article
• Authors: Hatton, Chris; Glover, Gyles
• Is Part Of: Tizard learning disability review. Volume 20:Issue 3(2015)
• Page Start: 170
• Page End: 174
• Publication Date: 2015-07-06
• Subjects: Learning disabilities -- Education -- Children -- Intellectual disability -- Autistic spectrum disorder -- Transition; Learning disabilities -- Periodicals; Learning disabled -- Periodicals; Social service -- Periodicals; 362.2
• DOI: 10.1108/TLDR-04-2015-0021
• Languages: English
• ISSNs: 1359-5474

Abstract

Abstract : Purpose: – Transition from education to adult life is a stated policy aim for young people with learning disabilities. The purpose of this paper is to examine the extent to which 16-18-year olds with learning disabilities or autistic spectrum disorder are remaining in state school education beyond the minimum school leaving age. Design/methodology/approach: – A tabulation from the Department for Education Children and Early Years Data Unit for 2014, combined with School Census data and age-specific population estimates, allowed us to compare the rates of children identified as having moderate, severe or profound/multiple learning difficulties (MLD, SLD, PMLD), or autistic spectrum disorder (ASD) in state education at the ages of 16-18 years vs five to 15 years. Findings: – For all types of need analysed in the paper, the rate of children in state school dropped considerably at the ages of 16-18 years: 10 per cent of the rates of children with MLD, 62 per cent of children with SLD, 49 per cent of children with PMLD and 23 per cent of children with ASD at ages five to 15 years were in state education at ages 16-18 years. Almost all young people aged 16-18 years in state education with SLD or PMLD were in special schools, compared to just over half of young people with MLD or ASD. For all these figures, there was considerable regional variation. Social implications: – Substantial numbers of children with learning disabilities or ASD do not remain in post-16 state education, with wide regional variations that do not seem to correspond to regional variations in need or national policy concerning transition. Originality/value: – This is the first data set to examine this issue.