Recommendations for educational psychologists

This study demonstrated that educational psychologists play an important role in supporting and advising young people, parents, school SENCos and FE college staff on the transition of young people into FE provisions.

However, respondents felt that there was a lack of support, planning and co- ordination between services including EPs. The implications for educational psychology practice based on the findings of this study will now be

discussed in relation to the four systems discussed in Bronfenbrenner’s ecological systems theory and bioecological model (Bronfenbrenner, 1979, 2005). The rationale for using this theory is to illustrate how the findings can be applied to the different levels and contexts of EP work.

Microsystem/mesosystem: EPs have been trained to work directly with the young person and with those who make up the young person’s immediate environment (parents and professionals). EPs also have knowledge and experience of working with young people with ASD and in child and

adolescent development. However, the recent legislation has extended the age range that EPs work with, and many EPs have had only limited

experience of supporting young people up to the age of 25 and may require further career professional development in order to support them in working with adults with ASD. Nevertheless, EPs have the skills needed to be able to access the voice of young people, including those who are deemed to have limited mental capacity, particularly during the early planning stages of a young person’s transition. This may include using: visuals, augmentative technology, different techniques to build rapport with the young person and

assessing how best to support the young person’s involvement based on observations.

In addition, the findings of this study have suggested that parents are not always involved in or supported by services during the early planning stages of their young person’s transition. EPs therefore have a role in ensuring parents’ full involvement throughout the transition process, by holding consultation meetings to gain their views. EPs also have the skill to mediate relationships between staff, parents and young people when there has been a breakdown in the relationship between parents and school staff.

Exosystem: Whilst there is an emphasis placed locally on supporting young people with ASD with their transition into local FE provisions, the findings of this study suggested that FE colleges need to make better adaptations and modifications to the FE college curriculum. To aid the inclusion of young people with ASD on mainstream vocational courses, EPs therefore have a role to play in informing FE colleges on the interventions, resources and adaptations necessary to support the social and academic inclusion of young people. Furthermore, EPs can provide guidance on implementing evidence- based practice in FE colleges to support young people with ASD to develop their social skills, dealing with bullying and sensory aversions noted in this environment. Once the young person has transitioned into FE college, EPs have a role in continuing to assess the young person’s personal, social and learning needs. In addition, the data from respondents suggested that many professionals lack the necessary training needed in ASD, and EPs are well equipped to offer training to FE college staff and LA professionals such as social workers.

The macrosystem: This study has provided evidence supporting the changes to the SEND code of practice and consequently to the EP role. The main recommendations from the SEND code of practice which are applicable to this study are that EPs should provide early intervention, co-ordinate with other services involved, and provide services to post-16 provisions. This study emphasises the importance of EPs becoming involved with young people as early as Year 9, in order to assess the young person’s strengths, needs, personal development and independence skills. This would allow appropriate decisions to be made regarding future placements for the young person after leaving school. EPs have a further role to play in Year 9, by supporting schools and professionals during EHC plan annual review meetings. In facilitating the development of appropriate outcomes for the young person’s transition to further education and into adulthood based on the use of PCP principles, EPs also have the role of co-ordinating with other services and facilitating the sharing of information to inform assessments and recommendations. Furthermore, it is felt by the researcher that EPs have a vital role to play in keeping abreast of research, legislation and good practice guidance pertaining to ASD transitions and inclusion. This can be achieved by supporting the development of the LA Local Offer and policies on transitions. For example, based on the findings of this study the transition of young people with ASD from mainstream schools into mainstream

vocational courses still needs to improve, and this may be achieved by EPs promoting taster sessions, extended college visits and smaller open

Table 11: summary of recommendations for EPs using Bronfenbrenner (1979, 2005) theory4

Name of the system

Key findings from this research that links with each of the systems

The microsystem Work directly with the young person to gain their views and include the views of parents.

Collate resources to support working with young people with limited communication skills.

The mesosystem Build rapport and develop relationships with young people. Provide co-ordinated support with other services involved.

Attend and contribute to Year 9 annual review and transition planning meetings.

The exosystem Support FE college staff with developing transition policies and Local Offer.

EPs to support FE colleges with developing their anti-bullying policy. Provide workshops on ASD for young people who attend FE college. Provide professional development training for staff.

The macrosystem Support the LA and FE college staff with the implementation of government policies, legislation and guidance pertaining to transition planning and ASD in adulthood.

Support the development of the LA Local Offer.