Transition to adulthood

How are young people with autism supported during transition to adulthood?

There is a statutory process, including the development of a Transition Plan, for young people with a statement of special educational needs (SEN) leaving school and moving on to adulthood. This means that all young people with a statement of SEN have rights and entitlements defined by the SEN Code of Practice 2001.

What is a Transition Plan?

A Transition Plan is a document that outlines what the young person wants to achieve in the medium term, and what support will be needed. It covers education, employment, housing, health, transport and leisure activities.

Information for the Transition Plan is drawn together from a range of individuals within and beyond school in order to plan coherently for the young person’s transition to adult life.

Who is responsible for ensuring a Transition Plan is written?

As stated in the SEN Code of Practice, where a young person is on a maintained school roll the formal duty for ensuring that the Transition Plan is written lies with the head teacher.

When is the Transition Plan drawn up?

For students with a Statement of Special Educational Needs, the Transition Plan is drawn up at the year 9 annual review (about 14 years of age) and then reviewed in subsequent years.

What is the process for students without a statement of special educational needs (SEN)?

For students without a statement of SEN, a similar process should begin to develop a Transition Plan in year 9, with support from the Connexions Service.

They may instead have a Health Action Plan that can include social skills and strategies to enable independent living. In particular, this can help act as a route to access support in further or higher education. For more information see Fulfilling and Rewarding Lives: The strategy for adults with autism in England (2010)

The SEN Code of Practice (2001) section 9:65 states that "In some instances, a student approaching the age of 16 may have special educational needs which do not call for a statement, but which are likely to require some support if they go on to further education or training. To ensure that these students are able to make decisions, and to facilitate their successful transition, it is important that they have appropriate help and guidance. This might include the provision of school/college link courses or work placements and should involve the different local agencies concerned.”