Abstract
Over the past ten years there has been an increasing recognition in both Policy and practice that investment in the management of young people's transition from school can pay long term dividends for individuals as well as society at large. Yet comparatively little is known about the experiences of young people with learning difficulties and/or disabilities and their families during the transitional years and how decisions are made about post-school destinations. This paper reports on the preliminary findings from a three-year study of fourteen young people and their families as the pupils approached the stage of leaving school. The research traces the influences on the decision-making processes and explores the changing relationships between young people, their parents and professionals. The paper argues that by understanding more about these complex and sometimes unpredictable processes, policy-makers and practitioners can provide more effective support to young people and their families. The implications for policy and practice are considered.
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