Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.798520
Title: How can practitioners support the special educational needs and disabilities of young people and young adults on community-based sentences?
Author: Collins, Jason
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
Research exploring the association between youth offending and education has largely focused on youth under the age of 18. Little previous research has examined the experiences of frontline staff working with children and young people (CYP) in the broad age range of 10 - 25 years old, that offend. What research there has been has tended to focus on the effects of imprisonment on CYP's education with limited research on the educational needs of those subject to community-based sentences. This study aimed to elicit the views of the Youth Offending Service (YOS), National Probation Service (NPS) and Further Education (FE) college practitioners on appropriate interventions to support the special educational needs and disabilities (SEND) of young people and young adults (YPA) subject to community-based sentences. Semi-structured interviews were conducted with nine participants from a single YOS; six participants from the NPS and three participants from FE college. Participants were recruited based on criteria primarily relating to the level of experience within role. Thematic Analysis was used to examine the data. The findings identified differences in support needs across the three services. YOS participants identified a need for specific and consistent interventions for the SEND of the CYP they supervised. NPS participants commented on the need for improved access to specialist support despite a work environment they perceived as not conducive to supporting SEND. FE college participants were content with their current SEND support arrangements but there was mention of the difficulties with parental input. Participants across the services highlighted the importance of relationships in supporting the SEND of YPAs. Educational Psychologists are well positioned to assist other practitioners in supporting the SEND of YPAs who offend (Ryrie, 2006). This would include involvement at the individual level with the YPA, at an organisational level through consultation with practitioners and contributions through research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.798520  DOI: Not available
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