1. 1 Pathways of young people with VI from school and beyond: insights from longitudinal, qualitative research RNIB Research Day 25 November 2015 Rachel Hewett Visual Impairment Centre for Teaching and Research (VICTAR), Department of Disability Inclusion and Special Needs, University of Birmingham Sue Keil Children, Young People and Families (CYPF) team, Evidence and Service Impact, RNIB

2. 2 Today’s presentation Background to the project What does survey data tell us? Research aims and objectives Methodology Qualitative, longitudinal research design Two case studies: The pathway to becoming NEET The pathway into employment and independent adulthood Next steps in the research Next steps for policy and practice

3. 3 Background to the project Concerns relating to the transition experiences of young people with visual impairments: Anecdotal reports of poor post-school experiences Low employment rates How well is education preparing young people with VI for adult life?

4. 4 What does survey data tell us? Labour Force Survey (LFS): Employment rates of 16-25 year-olds: 27.8% VI compared with 52.8% Not in education, employment or training (NEET) aged 16-25: 42.8% VI compared with 21.7% LFS, Network 1000: Higher the qualification, the more likely to be in employment Even with a degree, people with VI less likely than people without a disability to be employed With no qualifications, people with VI far less likely to be employed US National Longitudinal Transition Study: Factors associated with employment of 19-23 year-olds with VI were work experience, completing a post-secondary programme of study, independent travel skills and peer social skills

5. 5 Aims and objectives To track the process of transition for blind and partially sighted young people from ages 14 and 16 for five years To identify the roles of professionals involved To identify the factors that improve or reduce a young person’s chance of gaining employment

6. 6 Five-year longitudinal qualitative study 2010 - 2015 Phase one funded by RNIB Phase two funded by Nuffield Foundation Extension to October 2016 funded by Pocklington Tracking the experiences of around 80 young people with vision impairment through post-14 and post-16 transitions into FE, HE, employment and independent living Project Overview

7. 7 Methodology 82 participants aged 13-16 recruited through local authority sensory support services Approx. 66 still participating in the study, aged 18-21 Twice yearly telephone interviews with participants Around 30 themed case studies – face to face interviews, ‘key associate’ interviews, ‘shadowing ’

8. 8 Methodology Topics include: Tracking questions – where are the participants, what transitions did they make, and what were their experiences in getting there? (With a particular focus on Higher Education at this stage) Support received whilst in compulsory education; transition planning Independence – travel and mobility, access to information, self- advocacy, attitudes to independence Work experience – paid work, voluntary work, work experience as part of curriculum, placements Visual impairment – registration, understanding, support and information received, benefits Access to information – strategies used, low vision aids, assistive tools, use of mainstream technology Wellbeing, friendships, self-esteem, locus of control Independent living – experiences, aspirations, how well prepared

9. Qualitative Longitudinal Study Definitions Farall (2006), and Saldana (2003) “Qualitative Longitudinal Research embodies a range of mainly in-depth interview-based studies which involve returning to interviewees to measure and explore changes which occur over time and the processes associated with these changes” Types of qualitative longitudinal studies (Epstein, 2002) 1.Continuous research in the same small society over a number of years 2.Periodic restudies at regular or irregular intervals 3.Return after a lengthy interval of time has elapsed since the original research 9

10. QLS – Strengths and Weaknesses Strengths Prospective rather than retrospective study Can still get the respondents to reflect on their experience Not limited to contextualised snapshots Strengths over quantitative longitudinal studies Chance to chart and explore how social problems become individual problems With quantitative methods, extreme experiences can often be lost Weaknesses Resource intensive Change takes time to emerge, so studies may need to last years Requires researcher commitment Repetitive nature may bring about question fatigue References: Farall (2006); Holland et al (2006), Saldana (2003) 10

11. Qualitative Longitudinal Studies – ESRC focus ESRC concerned social science research focusing too heavily on quant methods → feasibility study into QLS “Qualitative research can reach the areas that quantitative research cannot reach, producing high quality, in-depth data, and providing great explanatory value” (Molloy et al) Literature review identified transitions as key area for qualitative longitudinal research Methodology should not drive design → RQs addressed with appropriate tools ‘Small’ study can generate a lot of data Ethical concerns – data can be a ‘fingerprint’ of individual Long term funding very important 11

12. Case study 1: The pathway to becoming NEET “William”: Registered blind, preferred format pt 36 Struggled accessing GCSEs in mainstream school > did not achieve 5 A*-C Post-16 went to specialist college where he described they would have “better equipment for my needs” Completed Foundation Diploma & Level 2 course Wanted to take Level 3 course, ran out of funding Aspirations: “Even if I do well at school I’ll have a hard time getting the right kind of job”: Agree “People like me don’t have much of a chance in life”: Strongly Agree 12

13. Case study 1: The pathway to becoming NEET Left college > looked for apprenticeship Voluntary work Job centre > not invited to join Work Programme Rented house with friend NEET for 3 years > not actively seeking employment 13

14. Case study 2: Pathway into employment and independent adulthood “Mark”: Not registered (eligible), preferred format pt 24 Studied in mainstream school > achieved 5 A*-C Went to college > Level 3 qualification Successful speculative application for Apprenticeship Aspirations: “Even if I do well at school, I’ll have a hard time getting the right job”: Neither Agree or Disagree “People like me don’t have much of a chance in life”: Disagree Apprenticeship > Permanent Employment > Promotion Independently purchased first home 14

15. 15 Next steps in the research Moving into Phase 3 > Funded by Thomas Pocklington Focus on transition into employment and transition into independent living Continuing with longitudinal interviews and case study work Development of guidance material based on research findings Campaigns/Influencing (e.g. DSA consultation)

16. 16 Next steps for policy and practice Implications for practice: Greater emphasis on independent learning, independent mobility and daily living skills, and self advocacy skills As part of transition planning, YP need meaningful work experience opportunities, access to informed careers advice, information on FE, HE and DSA and Access to Work FE and HE providers need better understanding of needs of students with VI

17. 17 Next steps for policy and practice Current policy context: Children and Families Act 2014 and new SEND Code of Practice: Code of Practice extended to cover 0-25 age range Clearer focus on the participation of CYP [and parents] in decision-making at individual and strategic levels Stronger focus on high aspirations and on improving outcomes for CYP Greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

18. 18 Next steps for policy and practice Sharing key findings and their implications with policy makers: UOB/RNIB/Nuffield meeting with DfE SEND reforms monitoring team RNIB/UOB collaboration on response to DSA consultation Involving YP in development of resources: Learner outcomes toolkit Co-production of HE guidance – further guidance to follow Disseminating through practitioner networks and training

19. 19 References Douglas G, Pavey S, Clements B and Corcoran C (2009) Network 1000. Visually impaired people’s access to employment. Visual Impairment Centre for Teaching and Research, School of Education, University of Birmingham for Vision2020 UK. Hewett R with Keil S (2015) Investigation of data relating to blind and partially sighted people in the Quarterly Labour Force Survey: October 2011 – September 2014. VICTAR, University of Birmingham for RNIB Hewett R with Keil S (2015) Secondary analysis of the Labour Force Survey (LFS) EU module. VICTAR, University of Birmingham for RNIB Capella McDonnall M (2011) ‘Predictors of Employment for Youths with Visual Impairments: Findings from the Second National Longitudinal Transition Study’ Journal of Visual Impairment and Blindness, August 2011, pp 453-466

20. References Farrall, S. (2006) Farrall, S. ‘What Is Qualitative Longitudinal Research? 2006.’ LSE Methodology Institute, Papers in Social Research Methods, Qualitative Series, Paper 11. Saldana, J (2003) Longitudinal Qualitative Research, Alta Mira Press, New York Holland, J., Thomson, R., & Henderson, S. (2004). Feasibility study for a possible Qualitative Longitudinal Study: A Discussion Paper. Report to ESRC Molloy D., & Woodfield, K. with Bacon, J. (2002) Longitudinal qualitative research approaches in evaluation studies, Working Paper No. 7, London: HMSO 20

21. 21 Contact details Sue Keil, RNIB: sue.keil@rnib.org.uksue.keil@rnib.org.uk Rachel Hewett, VICTAR, DISN, University of Birmingham: r.g.hewett@bham.ac.uk www.twitter.com/RachelHewettUoBr.g.hewett@bham.ac.uk