Transition to adulthood: Final summary report for project ‘Longitudinal study of transitions experiences of blind and partially sighted young people (Phase 2)’
1.Introduction
This longitudinal research project was designed in 2009 by a team from RNIB and VICTAR (Visual Impairment Centre for Teaching and Research at the University of Birmingham). The key objectives of the project are:
- To track the process of transition for blind and partially sighted young people from ages 14 and 16
- To identify the roles of professionals involved
- To identify the factors that improve or reduce a young person’s chance of gaining employment.
Phase One of the research took place between autumn 2009 – March 2012, and was funded by RNIB. Phase Two of the study from April 2012 to March 2015 was funded by the Nuffield Foundation,* with continued practical support from RNIB. Phase 3 is currently being funded by Thomas Pocklington Trust.
This research briefing provides an overview of key findings from phase 2 of the study.
2.Method
A cohort of over 80 young people from England and Wales (aged 14-16 at time of recruitment) has taken part in the study. Phase Two has followed over 60 participants in further and higher education, training and employment. Information has been obtained through twice-yearly semi-structured telephone interviews with the participants and more focused case study work (including shadowing) with a few individuals and those involved in supporting them.
3.Key findings from the research
3.1 Finding 1: Since completing their GCSEs the participants have followed a number of different pathways
- The majority remained in education following their Year 11 transition
- The transition pathways for several young people have not been straightforward or as planned
- There is evidence of ‘churning’, particularly amongst participants in further education (FE). This is where the young person does not progress in FE but repeats years or continually takes courses at the same level.
3.2 Finding 2: The move into higher education (HE) has proved the most challenging transition so far
- Over 30 young people have made the transition into HE.
- Very few had received any specialist guidance to assist them in planning the support and equipment needed in HE, and most felt ill-equipped and ill-informed at various points of the transition process
- Challenges have included shortcomings in the Disabled Students Allowance (DSA) application and assessment process, failure of some HE providers to make anticipatory adjustments, and in some cases, the young person’s lack of independence and self advocacy skills
- Five students did not complete the first academic year, which they attributed to the university not making adequate adjustments to accommodate their needs.
3.3Finding 3: Use of and training in low vision aids (LVAs) and technology was mixed
- Young people’s use of, and training in, low vision aids (LVAs) while at school was mixed
- For some of the young people, there were also gaps in training to use assistive technology including specialist software, despite the fact that 80% regarded ICT as important or essential to them
- Throughout the study we have observed a general move by participants towards the use of mainstream technology, using standard functions on computers and mobile phones as an assistive tool.
3.4 Finding 4: There were a number of barriers to independent living
- Independence was valued by the young people and something they aspired to, although they also identified some barriers to independent living
- One in two felt their vision impairment would have an impact on their ability to live independently
- Independence skills were described in terms of everyday living and mobility skills, with some young people emphasising the importance of self advocacy skills
- The importance of self advocacy and social skillshas been a consistent theme in the research. There have been many contexts in which the presence or absence of these skills has benefitted or restricted participants.
3.5 Finding 5: Young people varied in their knowledge and understanding of their sight condition
- There was considerable variation in terms of participants’ knowledge and understanding of the cause of their vision impairment. Reasons for this variability included age of onset, whether or not they were still under the care of an eye clinic (and had the opportunity to ask questions of experts), and their parents’ or their own emotional reaction to the young person’s sight condition
- Many of the young people have progressive sight conditions. Two participants experienceda deterioration in their sight while at FE college, and they and the college staff struggled to adapt to the young person’s changing needs.
3.6 Finding 6: There was a general lack of understanding about registration or of welfare benefits for disabled people
- Around two thirds were registered as severely sight impaired or sight impaired. Some of the remaining third were unsure of their registration status. There was a general lack of understanding of the benefits of registration
- This was also the case with participants’ understanding of Disabled Living Allowance (DLA) and Personal Independence Payments (PIP).
4.Conclusion
The findings have provided a rich set of qualitative data over time, giving us a better understanding of the transition journey from school, through further and higher education and training to the labour market. A key aspect of the findings is the relationship over time between the young person’s independent learning and everyday living skills and expectations, and the support mechanisms, services, and inclusive practice of providers and employers. All in the context of national and local policies and legislation.
It is evident that more needs to be done to support young people with vision impairment while they are at school, in transition planning, and in other types of education and training settings. A number of challenges were identified that affected many participants. These included churning at FE, poor levels of independence, and difficulties both entering and participating in HE. The research team has drawn some initial recommendations which are aimed at a range of providers, and is working closely with RNIB and Action as well as with other organisations within the vision impairment sector, to provide resources and training for professionals and policy makers.
Phase 3 of the research, currently funded by Thomas Pocklington Trust, has now started and will explore participants’ experiences as they enter the labour market and move into independent living.
5.Further information
- The full research report can be downloaded from:
- For further information contact:
6.Acknowledgements
* The Nuffield Foundation
The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research. The Nuffield Foundation has funded this project, but the views expressed are those of the authors and not necessarily those of the Foundation. More information is available at:
rnib.org.uk