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New APPG on cerebral palsy - Transition to Adulthood
The APPG on Cerebral Palsy is launching a call for evidence for its next two sessions:
1. The transition to adulthood in health and education focussing on the lived experience of young people with Cerebral Palsy (26 April, 11:30am) can be watched here:
2. Examining the systems involved in the transition to adulthood in health and education for young people with Cerebral Palsy (21 June, 10am)
We are taking written submissions for our report to Parliamentarians with a deadline of 15 July.
We are seeking evidence from people with lived and professional experience of the process of supporting the transition of young people with cerebral palsy (14-25) into adulthood, with a focus on health, education and care needs. This evidence will be used to inform the recommendations the APPG makes to Government. Input from any interested stakeholder on these topics will be considered.
We are especially interested in hearing from:
· young people with cerebral palsy and/or their representatives
· charities, organisations, schools, and colleges/universities which actively support young people with cerebral palsy into work or further education
· organisations or businesses which actively promote the recruitment of young people with disabilities
· local authority staff with responsibility for planning and supporting the transition process for a young person with cerebral palsy from school into further education, work, or long-term care
· community organisations and services working with young people with cerebral palsy across their transition from children’s services to adult services
· health, care, and therapy professionals with responsibility of overseeing the transition of a young person with cerebral palsy from children’s services into adult services
· academic researchers or policymakers in the field of cerebral palsy services and transition services
The key themes we are seeking evidence on are:
· How can effective partnerships between schools, further education establishments and workplaces be used to facilitate a smooth transition for the young person with cerebral palsy?
· The role of the young person’s parents/carers in the transition process, and the challenges facing families where a son or daughter is transitioning out of full-time education.
· What are the available supports to higher and further education and employment? What are the barriers? What support is lacking?
· The availability of effective assistive technology, AAC and technological training and support for young people with cerebral palsy throughout and beyond the transition process.
· What do families want in the co-ordination of health care and access to clinical services during transition and adulthood, and where should they be based?
· The role of health and therapy services in properly preparing the young person for transition to adult life.
· How the voice of the young person with cerebral palsy can be better heard in planning and decision making about transition arrangements.
· What does successful transition look like? How do we define that in terms of health, services, education, employment, social participation, independence etc?
· From the perspective of the young person, what arrangements for transition to adulthood have worked well and what haven’t worked well, with examples if possible. Where there have been challenges, what could/should have been put in place to mitigate these?
· What gaps exist, and where they exist, in provision for 14–19-year-olds transitioning to adult services.
· The necessary skill sets, knowledge and attitudes required for carrying out assessment reports and transition planning for young people with cerebral palsy.
· The importance of understanding the complexities of the transition to adulthood for young people with cerebral palsy and the impact that the correct – or lack of - knowledge and attitudes can have.
· The practical and personal pre-requisites necessary for the young person with cerebral palsy to properly equip them for successful transition to a fulfilling adult life and how the school/college and other agencies could and should provide these.
· The effectiveness of health, education and care services throughout the transition process and their ability to work in an integrated way to achieve positive outcomes for the young person with cerebral palsy as they enter adult life.
· The challenges facing statutory services in the transition stage from children to adult services for young people with cerebral palsy.
· How effective are the current SEND legislation and Code of Practice guidelines for supporting transition arrangements for young people with cerebral palsy and what could be improved?
· What the SEND Review is doing to support and improve transition arrangements for young people with cerebral palsy?
Please limit your submission to 3 sides of A4, use clear sub-headings and include a brief bullet summary of your evidence at the top of the submission. We will also accept submissions in video or other non-written formats such as audio files of no more than two minutes in length.
Send with the subject line: APPG on Cerebral Palsy – call for evidence, to: [email protected]
Specialist Information Officer and Cerebral Palsy Programme Lead
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