1. Results of longitudinal study of transitions experiences of blind and partially sighted young people to adulthood:
The best of times and the worst of times – navigating transition at a time of policy challenge and opportunity
Graeme Douglas and Rachel Hewett, VICTAR, University of Birmingham

2. Visual Impairment Centre for Teaching and Research (VICTAR)
Department of Disability Inclusion and Special Needs, School of Education, University of Birmingham
Two research & teaching centres
VICTAR
ACER (Autism Centre for Education and Research)
Largest UK provider of Mandatory Qualification for Teachers of Children with Visual Impairment
Masters/PhD students

3. Overview Current context, and where are we are coming from
The longitudinal transitions project
What happens when I’m 16?
Going to University
Moving into adulthood
What can we do about it?

4. 1. Current context, and where we are coming from

5. Starting point
DfE context (England): CoP and ‘Preparing for Adulthood’
Links to the conceptions and literatures in the field of Vision Impairment Education
Carol B. Allman and Sandra Lewis (2014) ECC essentials: teaching the expanded core curriculum to students with visual impairments. AFB Press.
“Beginning with the end in mind”
“Focussing on the potential adult”

7. Preparing for Adulthood - The Code of Practice
Start early – understand the interests, strengths and motivations of children and young people and use these to plan
All professionals working with families should support children and young people to make choices for themselves
The Local Offer must include provision which will help children and young people prepare for adulthood and independent living
Local authorities have a legal duty to ensure that all reviews of EHC plans from Year 9 onwards include a focus on preparing for adulthood
New tool to support the development of outcomes related to PfA: tool

8. EHC plans post-19 Should include opportunities to:
experience the world of work
develop independence skills in an adult context
LAs must not cease an EHC plan simply because the YP turns 19
New DfE resource on EHC plan eligibility: entitlement-to-ehc-plans
CoP reference to ‘independence’

9. Links to the field of Vision Impairment Education
Traditional interest in “broad and balanced curriculum”
Inclusive teaching (accessible and modified materials, environmental audits and adjustments, peer and staff awareness training)
Concepts of independence (mobility, living skills, technology), additional curricula
Dual role
“Access to learning” AND “Learning to access”

10. Child’s age / developmental level (Time)
Providing
‘Access to Learning’
Teaching
‘Learning to Access’
Increased independence;
Emphasis upon additional curriculum

11. Working through the model
Teaching young and developmentally young pupils will involve the teacher emphasising ‘access to learn’ strategies, e.g.
Enlarged text books; use of teaching assistants for curriculum access tasks; sighted guide when moving around the school; specialist accessible teaching resources.
The teacher will emphasise ‘learning to access’ strategies to encourage independence. This emphasis will increase as the child gets older, e.g.
Low vision aids; touch typing; use of computers / laptops; provision of electronic files rather than hard copy material; independent mobility; self advocacy.

12. Accessing information independently in lessons
professionals-education-professionals/technology-education
Video of Ben

14. 2. Longitudinal Transitions Project
Background: In 2010 we recruited 82 young people:
aged years (now 20-23)
supported by service for their visual impairment
‘independently complete a questionnaire’
60 participants are still involved
Interviewed approx. twice a year
plus case studies in relation to different ‘pathways’
Findings can be found:
RNIB website; NatSIP website

15. Background to the project
INDEPENDENT LIVING
ENABLERS
LABOUR MARKET – EMPLOYMENT VS NEET
COMPULSORY EDUCATION
????
FULFILLING POTENTIAL
BARRIERS

17. 3. What happens when I am 16?
Where do people go after compulsory education?
Well educated (higher than national average) and optimistic
Many remained in education – sixth form, FE
Many went to university
Some into employment and apprenticeships
But increasingly:
Churning
Some long-term ‘not in education employment or training’ (NEET)
Higher then expected dropped out of university or repeated years
Few living independently, and anxiety about employment

18. From school to FE
Video about Siraj
What do you think about the support Siraj talked about?
What do you think worked?
And what might have been different?

19. 4. Going to University
Transition into higher education can be extremely challenging
Universities often offer poor support and adjustments
Disabled Student Allowance (DSA) is hard to navigate
Students are often unprepared, e.g.
Self-advocacy
Independent research
Getting around independently
Mainstream environment
Some students either did not complete degree or were disappointed with degree classification

20. 4. Going to University Some Enablers:
Strategy in place for working independently which student can articulate
Organisation skills and sense of responsibility
(Mainstream) Technology is very important – and young people use it with great skill:
“I use an iPad in my placement for my notes. You can adjust the brightness and the darkness. Can enlarge things when they need enlarging. You can do all kinds of things with it – it’s the best thing I’ve ever had.”
But some DSA assessors would not allow purchase equipment unless it was ‘specialist’.

21. University experiences
Video about Jasmine

22. Starting University guidance
DSA and other funding
Negotiating Support
Choosing a university
Study advice
Life at university
Moving to university

23. 5. Moving into adulthood
Moving into the labour market, living independently, and having responsibility
Some findings:
Leaving school with limited knowledge of employment services
Little knowledge of Access to Work, or DLA / PIP
Some young people have limited understanding of their visual impairment and available benefits: “Tough Talks” resource
CYPVI often have complex lives
Often with health difficulties, other disabilities, and hospital appointments
Some young people unprepared to self-advocate
E.g. How to declare VI, explain support needs, challenge when reasonable adjustments not met
Some young people unprepared to get around independently in new areas and to use public transport
Young people have had limited work experience opportunities – less competitive in job market

24. 5. Moving into adulthood
Getting back (and staying in) in the system can be hard:
Most young people received advice and preparatory support for transitions up until the age of 16 as part of an official Transition Review. But less specialist support available for transitions after this age.
Complex transitions into FE, particularly when young person no longer linked to LA
Significant numbers of LAs not supporting young people in post-school settings (based on RNIB FOI, 2014)
Low re-engagement: none of the participants had an Education Health and Care plan (EHC plans), and very few even knew what an EHC plan was

26. 6. What can we do about it?
A key challenge facing educators and policy makers is knowing how to include the ECC and the academic curriculum “given the time constraints of the school day” (Wolffe and Kelly, 2011, p. 341)
Making the service position clear – The ‘offer’
Brent LA VTS – 8 outcomes
Learning to access
Use of equipment
Independence and negotiation skills
Participation
Meeting others
Getting around
Looking after him/herself
Life after school

27. Eight strategies and requirements for finding the balance?
Early intervention
Long term and consistent educational interventions
Knowledgeable specialist professionals
Direct instruction by specialists
Practice and consistent reinforcing of instruction
Cross-curricula working
Inclusive schools and environments
Educational policies and resourcing

28. But it often works – and when it does… it’s transformative:
“I can’t really emphasise how helpful she has been, to be honest. Because she has been consistent since when I was 14 all the way to now, she has always been a support through uni and everything, when I was at [college], finding me these work placements that I did, thinking about when I graduate, she was on the ball… She would help me with my job search and finding somewhere to live if I needed something. So she was a really valuable resource that I have been able to tap into.” (Young person sharing their experience of working with a Transitions Officer)

29. Some useful links
Resources to help young people with visual impairment transitioning into higher education: ‘Starting University’ available at
A toolkit to assist visiting teacher services to design their services around broad educational outcomes (with Brent LA and RNIB) at
Bridging the gap (new version for England on its way), at making-transition-school/transition-guide-bridging-gap
BBC’s “Too many helping hands”, at

30. Some useful links
Transitions conference and videos
VICTAR blog
Recent project summary report available at:

31. References, e.g.
Douglas et al (2012) Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. National Council for Special Education (NCSE), Trim, Ireland.
Douglas, G., McLinden, M., Robertson, C., Travers, J., and Smith, E. (2016) Including pupils with special educational needs and disability in national assessment: Comparison of three country case studies through an inclusive assessment framework. International Journal of Disability, Development and Education, 63(1),
McLinden, M., Douglas, G., Cobb, R., Hewett, R. and Ravenscroft, J. (2016). Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory. British Journal of Visual Impairment, 34(2) 179–197.

32. Contact details
Graeme Douglas: Rachel VICTAR website: VICTAR blog: