Background to the Research

• This is Part II of the Children and Young people with Disabilities in Northern Ireland project, which had three aims:
• Part I described and identified the gaps between existing services and need before implementation of the Children (NI) Order 1995.
• Part II (summarised here) described the experiences and aspirations of young people with disabilities as they become adults;
• Part III re-examined service provision 18-24 months after implementation, to identify changes and developments, and to assess the impact of the Order.
  

Research Approach

• 76 young people with a range of disabilities (including physical, sensory, learning or multiple disabilities) took part in semi-structured interviews.
• The interview schedule could be adapted to suit the young person being interviewed, and covered weekday activities, preparation for leaving school, leisure and social life, experience of social work services, home life and aspirations.
• Snowball sampling techniques involving a range of agencies (including health and Social Services Trusts, voluntary organisations, schools, colleges, adult training centres, and the Training and Employment Agency).
• The study was conducted in 4 Trusts, selected to ensure representation of different geographical locations, religions, and urban/rural locations.
• 49 young people completed the full interview, and 18 completed a shorter interview.
• 9 young people with communication difficulties were unable to take part in the interview, so information was obtained by proxy from the parent or carer.
• Socio-demographic information was also collected at the start of the interview.

Main Findings

Transition to Adulthood

• 21 out of 76 young people were still at school. A further 21 had gone on to study at colleges of higher or further education, and one respondent attended university.
• For those reporting Jobskills as their daily activity, this was usually combined with study for NVQs through a college of further education.
• Over half the respondents had some formal qualifications, ranging from NVQs to 'A' levels. 54 out of 76 were currently studying for qualifications.
• Financial independence was difficult to achieve as many were dependent on disability allowances, income support or training allowances as their main source of income.
• Some young people controlled their own money to some extent, for example they contributed to household expenses or used a bank account.
• Respondents had a wide range of leisure and social activities, in and out of the home, although for some young people, these opportunities were more limited.
• Aspirations for the future included getting a job, getting married, having a girl/boy friend, having children and being happy.

Social Work Support

• Half the young people had seen a social worker in the last 12 months.
• Social workers were seen to be easy to talk to and approachable, although some young people had concerns about their own ability to talk to the social worker and get their point across.
• One third of those who had access to a social worker said that the social worker listened more to their parents than to them.
• Most of those who had a social worker saw them infrequently, and the main reason for contact was to check on progress.
• The social worker services was a limited resources, with lack of clarity among respondents about the role of a social worker.

Conclusion

• Progress to adulthood through economic independence is dependent on actually obtaining work.
• Many respondents have made the transition from school to further or higher education or job training successfully, but have not yet made the full transition to adulthood in terms of obtaining work and financial independence
• The role of the social worker needs to be considered, including the targeting of adequate resources to develop individualised packages of care based on the needs of the young person, so that social work moves away from a 'monitoring' role.