We must get a better deal for teenagers with SEN

For many, the school year is coming to a close and plans are being put in place for the autumn – whether that means changing to another school year, moving into further education, training or employment, or living away from home for the first time.

Sadly, I am all too aware that for many young people with learning difficulties and their families this is not the case. Instead, it is a time of uncertainty about the future and anxiety about the possible loss of support and services.

The United Nations Convention on the Rights of the Child states that the government must recognise that children with disabilities “should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child’s active participation in the community”.

In 2012, I published a Review of Transitions to Adult Services for Young People with Learning Disabilities. These assessed these transition arrangements in Northern Ireland against international child rights standards.

The evidence reflected a range of inconsistencies, weaknesses and gaps in the current system across a wide range of areas including health care, social care, family support, education, employment and training.

There are significant differences in provision depending on the young person’s age, the school they attend, where they live and the nature of their learning disability. For example, the duty for schools to put transition plans in place only exists for young people who have statements of special educational need. Young people have to leave moderate learning disability schools at different ages; and there is no obligation on further education colleges to support those with learning disabilities coming into and moving on from college. Also, access to supported employment, day opportunities and independent living varies depending on where a young person lives.

Stark contrast
There continues to be a stark contrast between international standards and the reality experienced by too many young people and their families.

As young people prepare to leave the structure and support of school-based arrangements, it is essential that their move to adult services is well planned, properly resourced and has the rights and best interests of each young person at its heart. When young people with learning disabilities are adjusting to new environments like further education, training, employment and day opportunities, they must get the support they need to make sure the transition is successful.

I continue to engage with the government to address the barriers faced by young people and their families. To resolve these enduring difficulties, the statutory obligation for transition planning must be improved. The government in Northern Ireland should ensure that stronger duties are placed on departments and statutory bodies so that this process is fully integrated and person-centred; based on effective collaboration between agencies, particularly across health, social care and education; and that the views of young people themselves are properly taken account of.

The Department of Education here is planning to introduce new special education needs and inclusion legislation. This offers an important opportunity to highlight the need to urgently address gaps in transitions and to enhance arrangements. 

We really need governments to deliver on their promises to children with disabilities so young people with learning difficulties can truly enjoy the rights that should be afforded to them.

Patricia Lewsley-Mooney is the children's commissioner for Northern Ireland