Exploring the transitions of young adults with SEND from education to work

探索 SEND 年轻人从教育到工作的转变

• 批准号: 2445870
• 金额: --
• 依托单位: University of East Anglia
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2445870
• 关键词: Exploring; transitions; young; adults; SEND

The thesis will explore the education to work transitions of young adults with SpecialEducational Needs and Disability (SEND). Nationally, the employment rates of SENDpopulations are just 6%. As one strategy to address this issue, the Department for Educationhas recently introduced year-long education to work programmes called SupportedInternships, which aim to prepare 16-24 year olds with SEND for competitive employment.The programmes are delivered by education providers and based full-time at a host employerworkplace site.Research on Supported Internships to date has predominantly focused on practical concernssuch as outcomes, and cost-effectiveness, with little in-depth insight generated into thefirst-hand perspectives of young people who have participated in the programmes. Myproposed doctoral thesis will seek to address this research gap by engaging with youngpeople who are completing Supported Internships (Interns) and those who have progressedthrough the programme (Graduates). This work will explore how these young people makesense of their transition experiences as they leave education, enter the workplace and3 / 19attempt to sustain themselves there. Drawing on perspectives from both these groups caninform the development of policy and practice in this relatively new area, as well as providevaluable insight into the ongoing needs of people with SEND in employment. The intendedprimary site of the proposed research is a multiagency Supported Internship programmebased at an NHS hospital, and prospective participants are young adults aged 16-27 withdiverse SEND, including autism, learning disabilities and sensory impairment.A programme of three studies will address the following research question: "How aretransitions from education to employment constructed by young adults with SpecialEducational Needs and Disability?". It is felt that an inductive, qualitative approach seekingfirst-person perspectives can facilitate rich and meaningful insight into these young people'slives. Study 1 will use an ethnographic approach, observing and interacting with Interns intheir everyday workplace setting. Narrative interviews will be used to generate in-depthaccounts from Interns (Study 2) and Graduates (Study 3). A Thematic Narrative Analysisapproach will be utilized to analyse these data and develop a rich analytical frameworkwithin and across participant accounts. Care will be taken throughout to ensure that theresearch process is accessible and responsive to the needs of participants.Adopting a participatory ethos, this study will seek to appoint a Project Advisory Groupcomprised of Interns and Graduates, and it is intended that they will be involved throughoutthe project, collaboratively shaping, interpreting and disseminating the work.

本论文将探讨有特殊教育需求和残疾（SEND）的年轻人从教育到工作的转变。在全国范围内，SEND人口的就业率仅为6%。作为解决这一问题的一项战略，教育部最近推出了一项名为“支持实习”的为期一年的工作教育计划，旨在为16-24岁的SEND青少年提供有竞争力的就业机会。该计划由教育提供者提供，并在雇主工作场所全职工作。迄今为止，对支持实习的研究主要集中在实际问题上，如结果，这些报告缺乏对参与方案的年轻人的第一手观点的深入了解。我提出的博士论文将寻求通过与正在完成资助实习（实习生）和那些通过该计划（毕业生）取得进展的人接触来解决这一研究空白。这项工作将探讨这些年轻人如何利用他们的过渡经验，因为他们离开教育，进入工作场所和3/19试图维持自己在那里。借鉴这两个群体的观点，可以为这一相对较新的领域的政策和实践的发展提供信息，并为SEND患者在就业方面的持续需求提供有价值的见解。该研究的主要目的是在一家NHS医院开展一个多机构支持的实习项目，预期参与者是16-27岁的年轻人，他们患有多种SEND，包括自闭症、学习障碍和感觉障碍。一个由三项研究组成的项目将解决以下研究问题：“有特殊教育需求和残疾的年轻人如何从教育过渡到就业？".人们认为，采用归纳、定性的方法，寻求第一人称视角，可以促进对这些年轻人生活的丰富和有意义的了解。研究1将使用人种志的方法，观察和互动的实习生在他们的日常工作场所设置。叙述式访谈将用于从实习生（研究2）和毕业生（研究3）中生成深度帐户。将采用专题叙述分析方法来分析这些数据，并在参与者账户内部和之间建立一个丰富的分析框架。在整个研究过程中，将注意确保研究过程是可访问的，并对参与者的需求作出反应。采用参与的精神，这项研究将寻求任命一个由实习生和毕业生组成的项目咨询小组，并打算让他们参与整个项目，共同塑造，解释和传播工作。