Presented at ISEC 2000

Enhancing Quality of Life Developing Transitional Programmes for People with Profound and Complex Learning Difficulties

Richard Byers - University of Cambridge, UK

Abstract

Post-school educational options for young people with profound and complex learning difficulties are limited and provision is currently inconsistent. This paper describes a newly launched national project designed to address this problem. The project, jointly managed by SKILL, the National Bureau for Students with Disabilities, and the University of Cambridge School of Education aims to:

• develop a new and innovative curriculum framework which will ensure that the wishes of the young person remain central during their transition to adulthood;
• reconceptualise the notions of advocacy and self-advocacy in order to promote effective partnerships between young people and practitioners;
• describe the organisational elements of an inclusive beaming environment; and
• develop approaches to inter-agency staff development.

The paper will provide an overview of the project and report on progress to date with particular emphasis on practical responses to the principle of inclusion, including the active and meaningful participation of students with profound and complex learning difficulties in their education and in the community.

Index