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Thomson et al 1995

This paper reports on a comparative approach to planning the transition to adulthood of young people with physical disabilities.
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Citation Text:

Thomson, G.O.B., Latter, J., Ward, K. (1995) Planning for Transition: Canadian and Scottish Experience in Comparative Perspective. European Journal of Special Needs Education. Vol. 10:3 pp. 199-209.

Editorial Comment:

Focus

This paper reports on a comparative approach to planning the transition to adulthood of young people with physical disabilities. The procedures in Scotland and a region of Ontario, Canada, are compared. In the former context, the assessment of Future Needs is mandated, whereas in Canada such procedures as Educational Vocational Assessments are dependent on local, ad hoc initiatives. Transition data on a sample (n = 89) of Scottish school-leavers are describes briefly, and set against a retrospective analysis of 12 individuals in Canada who had undergone Educational Vocational Assessments.

Findings

In both instances, transition is seen to be a prolonged phase for young people with physical disabilities. Illuminative case studies are presented to illustrate the differences between the two systems and the paper concludes with an evaluation of the procedures in both contexts.

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