AQW 49268/11-16 Written question to the Minister of Education
To ask the Minister of Education to detail how his Department is working with the Department for Employment and Learning to provide options and support for young people that have Special Educational Needs but who are not statemented, during the transition between school and further education.
Asked by Claire Sugden MLA on 30 September 2015
- Answered
- Written
- Tabled
- 30 September 2015
- Answer due by
- 15 October 2015
- Answered
- 5 October 20155 days after tabling
- Department
- Department of Education
- Priority question
- No
Answer
The statutory responsibility for securing provision for school aged pupils with Special Educational Needs (SEN) rests with both schools and the Education Authority (EA).
Paragraph 6.51 of the Code of Practice on the Identification and Assessment of SEN (CoP) recognises that, in some instances, a pupil approaching the age of 16 may have SEN which do not call for a statement, but which are nevertheless likely to require some support during the transition process.
The Code makes clear that schools should seek to provide appropriate help and guidance for these young people. This may include the provision of school/FE college link courses or work placements. In some cases, such pupils may benefit from having a transition plan and schools should consider preparation of their own transition plans for non-statemented pupils with SEN who require additional support if going on to further or higher education or training.
The Department for Employment and Learning's Careers Service has Partnership Agreements in place with post-primary schools to support the schools’ careers education programmes and to provide advice and guidance on post-school options. These agreements allow schools, in consultation with qualified careers advisers, the opportunity to avail of impartial guidance services appropriate to the needs of their pupils, whether or not they are statemented, and to support them in their career decision making and the transition planning process.
I am satisfied that the CoP , which is underpinned by legislation, together with the intervention of DEL’s Careers Service, provide appropriate guidance and support during the transition period for those young people with SEN who do not have a statement and who wish to progress to further education.