Supporting Young People with Learning Disabilities Transition into Adult Services Order 100% Plagiarism Free Essays Now How can young people with learning disabilities be supported to transition from child to adult services It is expected that during your answer, you will make reference to an appropriate evidence base. If the markers feel you have not adequately answered the question, and there is time permitting, they may prompt you. This is to support you to reach the best answer. If you are not prompted, this is also fine. You will have already uploaded your reference list to canvas by Friday 3rd May, according to HSK guidelines. Supporting Young People with Learning Disabilities Transition into Adult Services Summative assessment – the question you have not seen This will be related to the content studied on the module. You will have three minutes to answer the question, and you may find you do not need to use all the time, that is absolutely fine. If the markers feel you have not completely answered the question and time is permitting, they may prompt you. This is to support you to reach the best answer. If you are not prompted, this is also fine. You will not be expected to provide any references during your answer. As long as you have attended lessons and engaged with the module, you will be able to answer the question. We will aim to mark your assessment within approximately 4 weeks. Your marks will be ratified at the exam board – the date is TBC (likely June 2024). Exceptional Circumstances (ECs) – Requests should be submitted as soon as possible, but no later than Tuesday 27th May 2025. ‘Fit to Sit’ policy – you cannot normally apply for an EC if you did attend and sit the test on the day. There are some exceptions, but these are very limited. Supporting Young People with Learning Disabilities Transition into Adult Services Supporting Young People with Learning Disabilities Transition into Adult Services Order 100% Plagiarism Free Essays Now This is the only assessment for this module, it is worth 100% of your mark for the module. The pass mark for the assessment is 40%. Please familiarise yourself with the marking criteria which will be used (published on canvas). The markers will appreciate you may be nervous, and we will do all we can to put you at ease. If you have an SNA in place that refers to adjustments to be made in an oral assessed test, these adjustments will be accommodated wherever possible. Please speak to the module leader if you feel this will apply to you. Remember to bring your physical student ID card with you, you will need this to be able to sit the assessment. The test will be recorded, this is to allow the external examiner to moderate the test, you will face the markers in the room, you do not need to face the camera during the assessment. Belongings (bags/coats etc) will be placed in the corner of the room upon your arrival. For the assessment you are only permitted to have your cue cards, student ID card and a bottle of water. This is an individual assessment – you must not create your prepared answer with anyone else. You must not tell anyone the unseen question. This would be considered academic misconduct. There will be no formative work to submit for this module. There will be lots of opportunity throughout the module to discuss the assessment. There will be an opportunity in the module to practice your oral presentation skills. The presentation subject matter should support you when preparing your answer for the assessment question. You will be given feedback on your presentation during the class from your colleagues and tutors. There will be a group tutorial for the assessment via zoom. Engage with all the teaching and independent study on the module, especially group work!!! Revise the materials on canvas in the lead up to your test. Make sure you have practiced your answer, including keeping to time. Make some prompt/cue cards for yourself which you can refer to throughout the assessment. Nerves are perfectly normal! Try some deep breathing exercises on the day of your assessment. Bring a bottle of water in with you. Definitive Module Document Version: 2024/25 Module Code 5HSK0118 Version 1 Long Title Transition of Young People with a Learning Disability to Adult Services School / Department Nursing, Health and Wellbeing (NHW) Credit Points 15 Date First Offered Module Aim(s) The aims of this module are to enable students to examine the evidence base for transition to adulthood for young people with learning disabilities. To improve the quality of life of young people and their families during the transition process. Supporting Young People with Learning Disabilities Transition into Adult Services Order 100% Plagiarism Free Essays Now Intended Learning Outcomes Knowledge and Understanding Successful students will typically… Demonstrate an understanding of the heath, social and educational needs of young people in transition and consider, through discussion, how these are met by current policies and legislation. Reflect on and analyse evidence about the social, emotional and psychological needs of young people with intellectual/learning disabilities undergoing the process of transition into adult services Examine professional & organisational boundaries within transition and discuss ways these could be overcome. Supporting Young People with Learning Disabilities Transition into Adult Services Intellectual, Practical and Transferable Skills Successful students will typically… Enhance their reflective skills, enabling them to work collaboratively in an interdisciplinary and interprofessional approach with relevant services and agencies. Demonstrate skills for effective communication with people with learning disabilities, family members, carers, professionals and agencies Support families and children undergoing transition. Work within local and national policy and guidance. Modes of Delivery The following represents the mode and associated learning activities. Delivery Mode: Campus-based, blended Delivery Activities: 102 Hours – Self-directed independent study 27 Hours – Directed independent study 21 Hours – Scheduled campus-based activities in general teaching spaces (e.g. lectures, seminars, tutorials) Module Content This 15 credit Level 5 module is designed to develop students understanding of addressing the needs of young people with learning disabilities who are in transition from child to adult services. This module will give students the opportunity to explore best practice approaches, to enhance the outcomes for young people. Further Details (supporting Learning Outcomes) The content of this module includes the following topics: The Evidence Base for Transition. Education, Health and Care Plan (Interdisciplinary document led by education) Transition policy and relevant legislation Inter-agency/professional working arrangements Bio-psycho-social changes during adolescence and early adulthood Sexual Health and Education Risk assessment & management Assessment Assessment Type: Coursework 1: 100% 40/100 pass mark Compulsory Information and Further Details: A piece of coursework will examine the learning outcomes for this module. Other Information Language Delivery – English Assessment – English Programme HHNUR BSc (Hons) Nursing HHNURLD BSc (Hons) Nursing (Learning Disabilities) HSDANURA BSc (Hons) Nursing (Adult) (Degree Apprenticeship) Supporting Young People with Learning Disabilities Transition into Adult Services Order 100% Plagiarism Free Essays Now Supporting Young People with Learning Disabilities Transition into Adult Services: A UK Case Abstract The transition from child to adult services is a critical period for young people with learning disabilities (LD). This paper examines the complexities of this transition within the UK context, exploring the legislative framework, common challenges, and best practices. It highlights the need for person-centered approaches, multi-agency collaboration, and effective planning to ensure a smooth and successful transition that empowers young people to achieve their potential. The paper concludes by emphasizing the importance of ongoing research and policy development to further improve the transition experience for young people with LD. Supporting Young People with Learning Disabilities Transition into Adult Services 1. Introduction The transition from childhood to adulthood is a significant life stage for all young people, marked by increasing independence, new responsibilities, and evolving identities. For young people with Learning Disabilities (LD), this transition presents unique challenges, requiring careful planning, tailored support, and collaborative efforts from various stakeholders. In the UK, the shift from child-focused services to adult-oriented systems can be fragmented and complex, potentially leading to disruption in care, diminished opportunities, and poorer outcomes. This paper aims to explore the intricacies of this transition within the UK context, encompassing the relevant legislation, persistent challenges, and promising practices for supporting young people with LD as they navigate this crucial phase. 2. Context: Legislative Framework and Policy Drivers Several key pieces of UK legislation and policy frameworks shape the landscape of transition services for young people with LD: The Children Act 1989 & 2004: Emphasizes the welfare of the child, including those with disabilities, and places a duty on local authorities to provide appropriate services. The Care Act 2014: Focuses on the well-being of adults, including those with disabilities, and introduces a duty to provide transitions planning for young adults. This Act recognizes the need for continuity of care and emphasizes preventative approaches. The SEND Code of Practice (2015): Outlines the statutory guidance for children and young people with special educational needs and disabilities. It mandates that education providers must start planning for transition into adulthood from Year 9 (age 13-14) and that this planning should be person-centered, focusing on the individual’s aspirations and outcomes. Transforming Care Programme: A drive to reduce the number of people with LD living in inpatient settings and to improve opportunities for community-based support and independent living. Government Strategies: National policy documents, such as those focused on autism and learning disabilities, often highlight the importance of a smooth transition to adulthood and the need for improved outcomes. Despite this robust legislative and policy framework, inconsistencies in implementation and varying availability of services across local authorities remain persistent challenges. Supporting Young People with Learning Disabilities Transition into Adult Services Order 100% Plagiarism Free Essays Now 3. Challenges in Transition Young people with LD and their families often face numerous challenges during transitions: Lack of Co-ordination and Integration: Siloed working between children’s and adults’ services, including education, health, and social care, can result in fragmented care plans and loss of continuity. Information Gaps and Communication Barriers: Families often report difficulties accessing clear information about the transition process, adult service eligibility criteria, and available options. Poor communication between professionals and families can further exacerbate these challenges. Delay in Planning: Inconsistent implementation of transition planning requirements often leads to late or inadequate planning, leaving young people and families scrambling for support just before crucial deadlines. Variability in Services: The quality and availability of adult social care, health, and employment services vary significantly across localities, leading to a postcode lottery. Limited Choice and Control: Young people with LD and their families often feel marginalized by the transition process, with limited opportunities to express their preferences or shape their own futures. Financial Instability: Navigating the benefits systems and accessing appropriate funding for adult services can be a significant barrier for families. Loss of Social Networks: The transition can disrupt established social networks formed during school years, leading to isolation and loneliness. Anxiety and Uncertainty: The complexity and uncertainty surrounding the transition can lead to increased anxiety for the young person and their family. 4. Best Practices and Strategies for Support Despite these challenges, several promising practices and interventions can facilitate a more positive and successful transition: Person-Centred Planning (PCP): The process of transition must be person-centred, putting the young person’s needs, wishes, and aspirations at the heart of planning. PCP involves close collaboration with the young person, their family, and professionals to create a personalized transition plan that reflects their strengths and preferences. Tools like “One-Page Profiles” and “Personal Budgets” can empower individuals and families to take control of their supports. Early Planning: Transition planning should commence from Year 9 (age 13-14) or even earlier. This allows ample time for thorough assessment, exploration of options, and development of a robust transition plan. Multi-Agency Collaboration: Effective collaboration between education, health, and social care services is crucial. Joint working and shared information systems help to prevent fragmentation and ensure continuity of care. Regular meetings involving the young person, their family, and relevant professionals are vital for effective transition planning. Supporting Young People with Learning Disabilities Transition into Adult Services Order 100% Plagiarism Free Essays Now Preparing for Independent Living: Transition planning should include specific goals and strategies to support young people to develop the skills necessary for greater independence, such as cooking, budgeting, personal care, and community navigation. Vocational Training and Employment Support: Enabling young people to explore employment options and access tailored employment support, such as supported internships or work placements, can dramatically improve their long-term life opportunities. Peer Support and Mentoring: Connecting young people with LD to others who have successfully navigated the transition process can provide valuable support, encouragement, and practical guidance. Accessible Information and Communication: Providing clear, concise, and accessible information about the transition process is crucial. Professionals should communicate effectively with families, taking into account their preferred communication styles. Transition Coordinators: Appointing dedicated transition coordinators within local authorities can help to facilitate a smooth transition by acting as a central point of contact for young people, families, and professionals. Strengths-Based Approaches: Focusing on the strengths and capabilities of young people with learning disabilities and fostering their self-advocacy skills can lead to more empowering and positive transitions. 5. Future Directions and Recommendations Further improvements in the transition of young people with LD into adult services are needed. The following recommendations are crucial: Increased National Consistency: National standards for transitioning should be implemented and enforced to ensure equity of access and quality of services across all local authorities. Enhanced Data and Monitoring: Improved data collection and monitoring of transition outcomes are necessary to identify areas of need and track progress. Investment in Services: Sufficient funding and resources must be allocated to adult services to meet the growing needs of young people with LD transitioning into adulthood. Workforce Development: Professionals working with young people during transition need training and support to ensure they have the necessary skills and knowledge to provide effective, person-centred care. Increased Research: Ongoing research is needed to identify the most effective transition practices and to evaluate the impact of transition interventions on the long-term outcomes of young people with LD. Empowering Young People and Families: The voices and experiences of young people with LD and their families must be central to the development of transition policy and practice. 6. Conclusion The transition from child to adult services is a complex process for young people with LD in the UK. While the legislative framework provides a basis for support, challenges remain in implementation and service delivery. By adopting person-centered approaches, promoting multi-agency working, and investing in effective planning strategies, it is possible to ensure a smoother and more empowering transition experience for young people with LD. Continued efforts in research, policy development, and practical implementation are essential to enable young people with LD to achieve their full potential as they journey into adulthood. A system that is proactive, collaborative, and focused on individual needs and aspirations is the key to success. Supporting Young People with Learning Disabilities Transition into Adult Services Supporting Young People with Learning Disabilities Transition into Adult Services