Exploring the perspectives of young people with SEND during the transition out of further education: a study using Q-Methodology.

Howell, Sophie (2023) Exploring the perspectives of young people with SEND during the transition out of further education: a study using Q-Methodology. Doctoral thesis, University of East Anglia.

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Abstract

This study explores the perspectives of young people with SEN and/or disabilities in their final year of further education. The purpose of the study is to explore the lived experience of young people and to develop an understanding of their priorities in relation to the future, using the Preparing for Adulthood framework as a guide. It also considers the difference in experience between young people with and without a registered disability.

The study uses Q-methodology to seek the subjective outlooks of 10 young people aged 17-23 from a local group of colleges within one local authority in England. The set of statements is based on the priorities of the Preparing for Adulthood framework. Post-sort interviews were conducted, and the young people’s stories were used to make sense of their responses.

The analysis of the Q-sort data revealed three factors which, together, account for 65% of the variance within the study. The three factors all had eigenvalues of more than 1.00, which is an indicator of the explanatory power of the factor.

The three factors were explored based on the placement of the statements, which demonstrated a particular outlook. The 3 extracted factors highlight different perspectives on the question of ‘what is important to you as you begin to prepare to leave college?’. The participants who loaded significantly onto each factor were found to share some characteristics. Through narrative analysis of their post-sort interview transcripts, it was possible to develop labels for three factors which explain the perspectives of the participants who loaded onto them most significantly.

The results indicate that there is some parity between young people with and without disabilities, leading to recommendations around how EPs and other allied professionals can further support young people with SEN at this stage in their lives.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	28 Mar 2023 10:24
Last Modified:	28 Mar 2023 10:24
URI:	https://ueaeprints.uea.ac.uk/id/eprint/91694
DOI:

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