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Transition planning for post-16 SEND (Special Educational Needs and Disabilities) learners is a critical process that focuses on preparing these individuals for the transition from school to further education, employment, or independent living. Below is a list that could be implemented for transition planning approaches:

  1. Early Preparation: Begin transition planning well in advance, ideally from the age of 14. This allows ample time to assess individual needs, aspirations, and support required for a smooth transition.
  2. Person-Centred Approach: Adopt a person-centred planning approach involving the student, parents, educators, support staff, and relevant professionals. This ensures that plans are tailored to the learner’s strengths, abilities, and aspirations.
  3. Identifying Goals and Aspirations: Engage in discussions to remember the learner’s aspirations, goals, and preferences for their future. Assess academic, vocational, and personal goals to guide the transition plan.
  4. Assessment and Documentation: Conduct comprehensive assessments of the learner’s abilities, skills, interests, and support needs. Document strengths, areas for development, and the support required during the transition period.
  5. Exploration of Options: Explore various post-16 pathways, including further education, vocational training, employment, or supported living. Investigate available programs, services, and opportunities that align with the learner’s goals.
  6. Collaboration and Coordination: Foster collaboration between educational institutions, support services, employers, and relevant agencies. Ensure clear communication and coordination to facilitate a seamless transition.
  7. Skill Development: Provide tailored support to develop essential life skills such as independent living, social skills, self-advocacy, and employability skills. Offer training programs or workshops to enhance these skills.
  8. Individual Education Plans (IEPs) and Support: Develop and update Individual Education Plans (IEPs) to address specific learning needs during the transition period. Ensure ongoing support, accommodations, and assistive technology as required.
  9. Work Experience and Internships: Facilitate work experience, internships, or supported employment opportunities to provide practical exposure and develop vocational skills in a real-world setting.
  10. Transition Coordination Meetings: Conduct regular transition coordination meetings involving key stakeholders to review progress, address challenges, and update plans based on evolving needs.
  11. Preparation for Changes: Help learners understand and prepare for changes in routines, environments, and expectations as they transition. Provide guidance and support to manage potential anxieties or uncertainties.
  12. Post-Transition Support: Ensure that support mechanisms and follow-up services are available post-transition. Monitor progress, provide ongoing guidance, and facilitate adjustments in the new environment.

Transition planning for post-16 SEND learners is about empowering individuals to navigate the next phase of their lives with confidence and support. It aims to ensure a seamless and successful transition, facilitating their integration into further education, employment, or independent living while honouring their aspirations and potential.

Contacts:
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