|Appears in Collections:||Faculty of Social Sciences eTheses|
|Title:||Transition of autistic school-leavers with complex needs to residential adult services: parent and school professional views, and the implications of those views for transition policy and practice|
|Author(s):||Casey, Bernadette Rowan|
residential adult services
Autism Spectrum Disorder ASD
complex additional support needs
transition to adult services
transition to residential adult services Scotland
transition policy and practice Scotland
implications for transition policy and practice
'reflexive thematic analysis'
|Publisher:||University of Stirling|
|Abstract:||This study explores the transition of autistic school-leavers with complex needs from a residential school in Scotland to adult services, through the views of parents of young people at the school and school professionals from other educational settings across Scotland. The research was initiated by the author’s experience as a school professional, realising that outcomes for young people did not always align with the principles of the underpinning education policies in Scotland, GIRFEC (Scottish Government 2018a) and positive, sustained destinations for all young people. Autistic young people with complex needs face challenges which limit their ability to give their views directly, particularly retrospectively, so parents and school professionals were invited to give their views. Questionnaires and semi-structured interviews were used to elicit views of a convenience sample and generated data from seven parents and five school professionals. Data was analysed using reflexive thematic analysis (RTA). Parents and school professionals concur about successes and problems encountered, indicating a fragmented and inconsistent approach to transition planning and experience across the country. Findings suggest a lack of collaboration, lack of understanding of complex needs and levels of support required to meet those needs and a lack of availability of appropriate resources. These factors may lead to breakdowns of placements. Sustained destinations are not always positive and positive destinations are not always sustained. The process has a significant negative impact on the emotional wellbeing of parents and families. The implementation of aspirational Scottish Government policies into practice falls short. The study concludes that there may be no single best practice model due to the complicated and complex nature of the process for this cohort, but that there is scope for improvements to be made to ensure positive outcomes for this cohort of young people and their families.|
|Type:||Thesis or Dissertation|
|BRCaseyEdD thesis Final May 2022.pdf||Thesis submission||3.6 MB||Adobe PDF||View/Open|
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