Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.662970
Title: Assessing the transitional needs of physically disabled school-leavers : a comparative study of inter-disciplinary meetings
Author: Tisdall, E. Kay M.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1994
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Abstract:
The difficulties and lack of opportunities facing many young disabled people when they leave school are well-documented. The transition from school to 'adulthood' may be difficult for any young person, but the imposed logistical and social limitations of a disability can make the transition even more difficult for young disabled people. While commonalties exist for all young people with disabilities, statistics show that those with physical (and additional) disabilities may be particularly disadvantaged when they leave school. Reasons for young disabled people's difficulties are oft-repeated in the transition research: the lack of service continuity when the young people leave school; the bewildering array of agencies and eligibility requirements; and the failure to make coherent post-school plans. The literature constantly urges professionals, parents and young people to work together through 'inter-disciplinary collaboration'. What kind of solutions are such inter-disciplinary collaborations to the 'transitional problem'? How do the collaborators perceive the 'transitional problem' and thus how do the collaborators seek to address it? How do the various collaborators contribute to these perceptions? Case studies were undertaken of two different types of inter-disciplinary collaborations: the Future Needs Assessment (FNA) meetings held in a Scottish school and Educational-Vocational (EV) Assessment meetings at the Sheldon Rehabilitation Centre, in Canada. Both types of meetings attempt to carve out transitional paths for young people with physical (and additional) disabilities. In the last one or two years of secondary schooling, the needs and capabilities of a young person are assessed; viewpoints considered from educational and other service professionals, the young person and parents; and a blue-print of goals, suggestions and service provision formed. As such, the assessment meetings provide windows into the workings of inter-disciplinary collaborations, and a means to address the research question.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.662970  DOI: Not available
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