1. Pathways Through Transition: Rounding up and next stages Graeme Douglas and Rachel Hewett VICTAR Department of Disability Inclusion and Special Needs, University of Birmingham Sue Keil RNIB

2. What next for the work?  Thomas Pocklington Trust are supporting the work: –continue tracking the young people’s progress as they enter the labour market and continue to move towards independent living –work with the young people to develop resources to support transition.

3. Find out more  Findings for the study are published in a series of technical reports, available on the project website: http://www.birmingham.ac.uk/research/activity/education /victar/research/transitions-study.aspx http://www.birmingham.ac.uk/research/activity/education /victar/research/transitions-study.aspx  Guides are on their way...

4. Challenge for the day was phrased as two questions:  At each point in the pathway: 1.What might we expect from the young people, and how can we help them be ready? 2.What must we expect from the social context (the employers, universities,..), and how can we help them be ready?

5. Conceptualising experience Social enablers Inclusive design; Anticipatory and reasonable adjustments Social enablers Inclusive design; Anticipatory and reasonable adjustments Individual enablers Self advocacy; Independence Skills (mobility, ILS); ICT; Qualifications; ECC* Individual enablers Self advocacy; Independence Skills (mobility, ILS); ICT; Qualifications; ECC* Services, systems, people e.g. ‘mainstream’ teams; teaching, employment and disability teams; families; campaigning groups Services, systems, people e.g. ‘mainstream’ teams; teaching, employment and disability teams; families; campaigning groups Policies and legislation e.g. Children and Families Act 2014; Care Act 2014; DSA; Access to Work Policies and legislation e.g. Children and Families Act 2014; Care Act 2014; DSA; Access to Work

6. Conceptualising ACTION Social enablers Inclusive design; Anticipatory and reasonable adjustments Social enablers Inclusive design; Anticipatory and reasonable adjustments Individual enablers Self advocacy; Independence Skills (mobility, ILS); ICT; Qualifications; ECC* Individual enablers Self advocacy; Independence Skills (mobility, ILS); ICT; Qualifications; ECC*  Social enablers: need strategic thought and planning; need design; need campaigning for; may be legally required; are a moral imperative  Individual enablers: the skills are extraordinarily useful and empowering; These skills must be taught  Both are important and coexist; Both require dedicated and knowledgeable people.