Career support for students with SEND Tristram Hooley

VOTE We have a national network that connects schools and colleges, employers and career programme providers to create high impact careers opportunities for young people

It is underpinned by investment in high performing programmes £10 million invested in 85 proven careers and enterprise programmes 75% of funding in Cold Spots 450,000 young people to benefit including 25,000 from mentoring

And a set of research and technology resources to drive impact Cold Spots research To target effort Research Example – Cold spot research What works research To focus on effective interventions System research To understand what else we need to do Technology Compass Tool To help schools measure performance Passport To allow young people to keep a record

Good career guidance Summarises existing evidence and frames them as eight benchmarks. Presents it in a way that can be understood by policy makers and acted on by school leaders. Has achieved wide support amongst policy actors and practitioners alike. The influential 2014 report

The Benchmarks – a quick recap 1. A stable careers programme 2. Learning from career and labour market information 3. Addressing the needs of each pupil 4. Linking curriculum learning and careers 5. Encounters with employers and employees 6. Experiences of workplaces 7. Encounters with further and higher education 8. Personal guidance

State of the Nation 2017 Based on responses from 578 secondary schools gathered through the Compass self- assessment tool in 2016/2017. http://compass-careers.org.uk/ The scope of the data is broadly comparable with data collected as part of the original Gatsby Good Career Guidance research in 2014 allowing us to see how provision has changed over time. https://www.careersandenterprise.co.uk/

Number of benchmarks met by schools

Achieved and partially achieved

Young people with SEND A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. Young people described as having special educational needs and disabilities (SEND) face unique challenges in transitioning from school to further learning and the workplace. The National Audit Office report Oversight of Special Education for Young People aged 16-25 estimates that supporting people with a learning disability into employment will increase their independence and earning capacity (by 55 and 95 per cent).

But there are also some concerns. EHC planning EHC Plans create a new framework for managing the transitions of SOME young people with SEND. There is much to recommend the new process (co-creation, personalisation, inter-agency collaboration, outcome focused, holistic and integrative). But there are also some concerns. Is the focus on paid work right for all young people? Is resourcing sufficient? Who is going to be delivering it? Is it too narrowly targeted?

Compass in special schools Generally doing a bit worse than mainstream schools (Average of 1.44 vs 1.89 Benchmarks achieved). But only 27 schools.

Why are special schools not completing Compass? What could we do to engage them? Do we need a ‘special schools’ version? If so how would it be different?

What works for young people with SEND? The evidence on transition programmes

Types of transition programmes Student focussed planning e.g. the student participates in the creation of their own individual education plan (IEP) Student development e.g. teaching employability and life skills. Interagency collaboration e.g. creating frameworks for delivering services collaboratively. Family involvement e.g. training families in self-determination. Program structures e.g. allocating resources to provide transition services

What works in each of these types of programmes? Taxonomy Category Programme Type Interagency collaboration   Interdisciplinary collaboration Programme structures Integrated schools, classrooms and employment Student development Functional life skills curriculum Community based instruction Social and personal skills development/training Career vocational assessment and education Business and Industry linkages with schools Student focussed planning Development of individualised and comprehensive plans which include self-determination development, advocacy and input in transition planning Family Involvement Parent/family involvement in planning

Strength of the evidence The strength of the evidence varies across the range of different programmes. We also have different levels of certainty about the different outcomes that result from these programmes (satisfaction, personal effectiveness, career readiness, employability skills, social capital, educational and career outcomes). There is a need to work to improve the quality of the evidence base – but there is also much to be positive about here. We know that these interventions can make a difference to young people.

Involve families in the transition Lessons for practice Start young and maintain support across the life course/until the young person is established in the labour market Ensure access to support (this should include career guidance, teacher support, agency support) Involve families in the transition Provide encounters and experience with employers, working people and workplaces Ensure that career and employability learning and support continues in the workplace  

In conclusion There is a long tradition of transition support programmes aimed at SEND. However, at the moment there is insufficient evidence about what young people are getting access to these programmes and how good they are. EHC planning creates a new context for some young people with SEND. Transition programmes have been researched and found to be effective (although the strength of the evidences varies across different interventions). The evidence suggest some clear principles that practitioners and programme managers should adopt.

References Gatsby Charitable Foundation. (2014). Good Career Guidance. London: Gatsby Charitable Foundation. Grigal, M., Hart, D., & Migliore, A. (2011). Comparing transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 4-17. Kohler, P. D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16(2), 107-121. Robinson, D., Moore, N. and Hooley, T. (2017). Ensuring an independent future for young people with special educational needs and disabilities (SEND): A critical examination of the impact of education, health and care plans in England. British Journal of Guidance and Counselling. The Careers & Enterprise Company. (2017). State of the Nation 2017. London: The Careers & Enterprise Company. The National Audit Office (2011). Oversight of Special Education for Young People Aged 16-25 (HC, 1585 Session 2010-2012). UK: London Stationary Office. Wehman, P. (2013). Transition from school to work: where are we and where do we need to go? Career Development and Transition for Exceptional Individuals, 36(1), 58-66.

My contacts Email thooley@careersandenterprise.co.uk Twitter @pigironjoe Blog https://adventuresincareerdevelopment.wordpress.com/