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A Model for Transitions Services Clair Whiteside Marie-Therese Cassin Carrieann Rainey www.cedar-foundation.org.

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Presentation on theme: "A Model for Transitions Services Clair Whiteside Marie-Therese Cassin Carrieann Rainey www.cedar-foundation.org."— Presentation transcript:

1 A Model for Transitions Services Clair Whiteside Marie-Therese Cassin Carrieann Rainey

2 Established in 1941 Registered Charity & Company Limited by Guarantee Services for people with Physical Disability / Brain Injury Regional Organisation / 22 service locations 270 Staff 1,700 Service Users Introduction to The Cedar Foundation

3 The Cedar Foundation Vision and Mission The Cedar Foundation’s Vision is a society in which disabled adults and children are fully included citizens. Our Mission is to provide quality support, care, accommodation and training services to enable disabled adults and children to participate in all aspects of community life.

4 What Cedar Does… Training Services Brain Injury Living Options Children & Young People Services

5 Children and Young People’s Service

6 Children and Young Peoples Service was established in June Regional development of Fieldwork Service in Sperrin Lakeland and Foyle areas in 1999 Development of Outlook and Transition Services in 2001 Development of Youth Matters Service in June 2004 in Belfast and Foyle area In services regionally Our History

7 Our Vision is….. That all disabled children in Northern Ireland will achieve their individual potential and look forward with confidence to the future

8 Our Values… All children and young people: Will be treated with dignity and respect Have rights as an individual Be active and valuable participants in society Have a voice and fully participate in the decisions that affect their life

9 Regional Services

10 A range of services have been developed through an Integrated Family Support Model Outlook Transitions Youth Matters At present 919 families accessing services regionally

11 Transitions An early intervention service working with young disabled people aged years in transition from school to further education, training and employment

12 Cedar History of Transitions A.C.E.T. – Agencies in Consortium for Education & Training A Model of Delivery for Transitions Services –Transitions Project (2001-current), 3 yr pilot in Fleming Fulton and Mitchell House Schools –The Pan Disability Transitions Project ( ) Regional role out of Cedar Transitions Service

13 Transitions Research “The need for improved co-ordination and planning for disabled young people in transitions. The need for a more co-ordinated interagency approach” Monteith, M and Sneddon H, The Circumstances, Experiences and aspirations of Young People with Disabilities Making the Transition to Adulthood. April 1999, CCCR, QUB

14 Transitions Research Dfes: Every Child Matter 2003, Government Paper highlighted 5 key areas to be addressed: 1.Be Healthy 2.Stay Safe 3.Enjoy & Achieve 4.Make a Positive Contribution 5.Achieve an economic well being

15 “At the age of 26, disabled people were nearly four times more likely to be unemployed or involuntary out of work than non-disabled people” Joseph Rowntree Foundation Briefing Paper 0565, November 2005 Transitions Research

16 Employment Qualifications Family Own Home Holiday’s Drive Aspirations

17 Findings by Joseph Rowntree Findings from research showed young disabled people at school leaving age had; Lower level of qualifications Limited access to collaborative working Unequal opportunities to employment, training or education post school High percentage did not achieve their original occupational aim Limited knowledge of services available to them Lack of continuity of support

18 Issues for Young People in Transitions Qualification attainment Opportunities to Employment, Training and Further & Higher Education Availability of accessible Housing Social Isolation Confidence and Self Esteem Access to Health & Social Services i.e. Social Worker, Therapy staff Opportunity to be “respected and included members of society”.

19 Independent External Evaluation Jane Field Education & Development. The Transitions Project Final Evaluation Report. May 2005 Quaesitum independent Evaluation and Research. February 2006

20 Independent External Evaluation “The project focuses on individuals and is customised to each trainee’s needs and aspirations for the future. The impact on young people is very positive – they describe themselves as more confident and happier, better able to integrate into the world of training, further education and employment” Quaesitum independent Evaluation and Research. February 2006

21 Cedar Transition Service

22 Transitions The Transitions Service aims to support young disabled people aged years in their transition from school to further and higher education, training or employment. 10 Services Regionally 3 services within Belfast HSCT 2 services within Southeastern HSCT 4 services within Western HSCT 1 service within Southern HSCT

23 Referral Criteria to the Transitions Programme Young Person with a physical disability, medical condition and or a hidden disability Young Person aged 16 – 20 years residing within specific Trust area This may vary according to Trust area

24 Transitions Programme Cedar’s Transitions Service is a 2 year programme Year 1 – working with young people in their final year of school Year 2 – tracking and monitoring year

25 Year 1 Support young people and schools in identifying and organising work experience Facilitate visits for young people to Further and Higher Education facilities, Training Providers and Employment Services/Employers Arrange meetings for young people and parents with relevant professionals e.g. Course Tutors, Learning Support Staff, Disability Advisers.

26 Year 2 – Tracking Year Maintain regular contact with: Young person Parents/Carers College/Training Organisation/Employers To monitor their progress and address any issues/concerns that may arise.

27 An inter-agency co-ordinated approach to transitional planning A person centered approach to Transitions Liaising & planning with young people re: options after leaving school Parental involvement and participation in the transitions process Partnership working with schools to help identify young person's further options and support needs Networking with relevant professionals and develop a multi-agency approach to transitions Ensuring young persons support needs are addressed within their chosen provision Young people have opportunity of choice on leaving school Cedar’s Transitions Model ensures;

28 Transitions – Impact 08/ young people accessed the service 90% positive outcomes –37% Training for Success –35% Further Education –14% Higher Education –4% Employment –10% Other 90% sustained positive outcomes at 6 and 9 months

29 Transitions – Key Challenges The support that young disabled people receive is variable, equal opportunity to employment and education Insufficient life skills training such as travel training/money management for young adolescents A lack of suitable and continuous provision for young people on transfer from school Inappropriate and inflexible day care placement

30 Transitions – Key Challenges Educational Support –Preparation for exams Planning for future provision –Learning Support –Physical environment

31 The Way Forward… 8 years on we have a well established regional service Equitable services Holistic approach Community Inclusion

32 Contact Us Belfast (028) Derry, Co Londonderry (028) Dromore, Co Tyrone (028) Armagh (028)

33 Thank – You!


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