A Passport Workbook for Young People moving on from school Name Post-school placement

Transcription

1 APPENDIX 3 A Passport Workbook for Young People moving on from school Name Post-school placement

2 You will find this transition passport useful if you are moving from school to university, college or other post-school training. It has been designed for young people with autism spectrum disorders (ASDs) but could be useful for anybody with additional support needs. The passport aims to provide essential information which will ease transition between school and the next step. It contains two sections: Section 1: Section 2: All about school and your learning needs in school Post-school provision what you need to know about the provision and how your changing needs can be met The following timescale is suggested: Before the beginning of the final year at school (or earlier) You start work on the passport, supported by parents/carers and school staff such as your guidance teacher (PTG) or key support staff. PTG contacts post-school coordinator to tell them about your transfer. If you are going to college this will be the Support Needs Coordinator. If university, it will be the Disability Advisor. PTG also contacts Careers Scotland. The post-school coordinator visits school to share information with you and key adults and to make a transition plan. January - Starting PTG begins the process of transferring relevant information to help your post-school provision prepare for you starting in the autumn. May Induction process begins Meeting between you and all relevant people, e.g. parents; PTG; support staff; post-school coordinator; social worker if appropriate. The post-school coordinator makes a plan with you for supporting induction which may involve familiarisation over the summer break. Responsibility for supporting you with the passport transfers from school to postschool coordinator. You have ownership of the passport at all times. You can complete what is relevant to you, miss out what isn t relevant and add anything else you want. Please note there are guidelines to support you in working on the passport. 2

3 Name Date of Birth Address Tel. No. Home Mobile Contact Person At home At School School details Primary school attended Secondary School attended Leaving date Attendance record Issues which affect attendance Transport requirements Medical issues Qualifications achieved before leaving school Subjects taken in final year Courses being followed at post school provision LIFE EXPERIENCES e.g. work experience; part-time jobs; Enterprise; college experience 3

4 Health and safety issues e.g. medication; concentration levels; exercise requirements; mental health Do you have any medical diagnosis? Reaction to stress e.g. Do you get stressed? How severe is it? How do you show you are stressed? What helps to keep you calm? What helps to reduce stress? Sensory issues e.g. Sensitivity to certain smells; dislike of loud noises Any issue of particular importance can have its own section 4

5 Name 1 Address Telephone Name 2 Address Telephone Name 3 Address Telephone Name 4 Address Telephone Other Key People Name Address Telephone Name Address Telephone 5

6 Learning / Working What W helps learning? e.g. e distraction-free space; visual timetable; IT provision; when one-to-one support is needed What hinders learning? e.g. noise; smells; poor IT provision; no visual instructions When you are coping, people will know because. If you are not coping you show it by doing the following. Strategies that help you You can explain your support needs more fully in the Additional Support Needs section 6

7 Communication What works? e.g. providing visual timetable What doesn t work e.g. giving instructions without writing them down How can people tell when you do not understand? Things that are important e.g. time to process information; short instructions 7

8 Skills Strengths S e.g. e Personal attributes such as being reliable; areas of competence Interests e.g. Hobbies; special interests Attainments and Achievements? e.g. exam outcomes; modules; certificates; sporting achievements; driving test; promoted position (such as prefect); other achievements 8

9 Problems Worries Difficulties Key areas for support Areas for development Areas/activities to be avoided 9

10 In School What W supports currently work for you in school? NB N these will change over time and can be altered to address changing need. Tick T your needs Type T of support One-to-one support Comments Where? When? IT support Please specify what is needed Visual Aids, etc Special examination arrangements Please specify e.g. extra time, scribe Help with finding your way around a new situation Buddy or support person for the first few weeks (where possible) Personal class arrangements and/or Personalised timetable e.g. arrive/leave late Contact person for organising support Communication supports Other appropriate support arrangements including equipment needs (e.g. wheelchair/access) Please specify 10

11 How many marks out of 10 would you give yourself on the following? (1 very poor; 10 excellent) How good are you at revising on your own? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? How good are you at getting homework in on time? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? How good are you at using the library? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? 11

12 How do you cope with factual assignments, e.g. writing up a science experiment? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? How do you cope with imaginative assignments, e.g. describing the content of a poem? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? How do you cope with working out of school, e.g. at home? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? 12

13 How do you manage giving a talk? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? How do you cope with instructions spoken to you? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? e.g. a written checklist How do you cope when asked to work with a partner or group? (Please choose ) What are your reasons for rating yourself in this way? What would help you move up the scale? e.g. clear instructions of who does what 13

14 Relaxing/Having Friends e Favourite F Activities Group Activities e.g. are you a member of any clubs is there anything you would like to do? What support is needed? 14

15 Who are they? Who is the best person to contact? How can they be contacted? When should they be contacted? Will this be the same when you leave school and move on? yes no (Please choose ) Any other relevant information? 15

16 Goals for next year What do you need to help you get there? Goals for 5 years time What do you need to help you get there? How can that happen? NB It is important your post-school coordinator checks with you that your goals are still realistic 16

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18 The Surroundings When you move on from school you might want to find out about the following: The Campus layout Key areas: Where can you find? Eating places / refectory / café Library Lecture / class rooms Tutorial room Health centre Sports centre Chaplaincy centre Support staff / advisor Social areas Counselling 18

19 Other 19

20 The Surroundings When you move on from school you might want to find out about the following: The Campus layout Key areas: Where can you find? Eating places / refectory / café Library Lecture / class rooms Tutorial room Health centre Sports centre Chaplaincy centre Support staff / advisor Social areas Counselling 20

21 Other 21

22 The Surroundings When you move on from school you might want to find out about the following: Where can you find? 22

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24 The Surroundings When you move on from school you might want to find out about the following: Where can you find? 24

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26 Details of college courses applied for Induction arrangements Details of courses applied for Do you understand how courses link together? Are your subject choices confirmed? yes no (Please choose) Induction arrangements 26

27 Places in post-school life 27

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29 Is support required? If so, how? e.g. Money, cooking; finding your way about; timekeeping; joining in social activities Is support for managing money required? Is transport / funding required e.g. Student loans; allowances; benefits; contact person 29

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31 Health and safety issues e.g. Medication; concentration levels; exercise requirements; mental health Do you have any medical diagnosis? Reaction to stress e.g. Do you get stressed? How severe is it? How do you show you are stressed? What helps to keep you calm? What helps to reduce stress? Sensory issues e.g. Sensitivity to certain smells; dislike of loud noises Any issue of particular importance can have its own section 31

32 I have had a letter from my GP/Educational Support Team within the last 2 years supporting a diagnosis of autism yes no (Please tick ) spectrum disorder/dyslexia (necessary for university) Relaxing/Having Friends Favourite Activities Group Activities e.g. are you a member of any clubs is there anything you would like to do? What support is needed? 32

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34 Make a plan for structuring each day. Remember to include: Getting up and ready for lectures Travel to lectures Mealtime arrangements Lectures / classes Study time Shopping Leisure activities Monday Tuesday Wednesday Thursday Friday Saturday Sunday Lunchtime Suppertime Evening study Lunchtime Suppertime Evening study Lunchtime Suppertime Evening study Lunchtime Suppertime Evening study Lunchtime Suppertime Evening study Lunchtime Suppertime Evening activities Lunchtime

35 Suppertime Evening activities 35

36 Subject Where When Support Needs 36

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38 Further information you might find useful The National Autistic Society Scotland (NAS) NAS Scotland Central Chambers 1st Floor 109 Hope Street Glasgow G2 6LL Tel: Fax: Useful Telephone Numbers: Autism Helpline Provides impartial, confidential information, advice and support for people with autism spectrum disorders Tel: Education Advice Line Advice on educational provision for parents and carers in Scotland whose children have autism or Asperger syndrome Tel: Capability Scotland Scotland's leading disability organisation provides flexible services which support disabled people, their families and carers. Westerlea 11 Ellersly Road Edinburgh EH12 6HY Telephone: ENABLE Scotland ENABLE Scotland is a dynamic charity run by its members. It campaigns for a better life for children and adults with learning disabilities and support them and their families to live, work and take part in their communities. 2nd Floor 146 Argyle Street 38

39 Glasgow G2 8BL Telephone: RNID Scotland RNID Scotland offers a wide range of services for those who are deaf or hard of hearing, as well as their families and others who work with them or for their benefit. Empire House 131 West Nile Street Glasgow G1 2RX Telephone: rnidscotland@rnid.org.uk RNIB Scotland RNIB Scotland is the leading charity working with blind and partially sighted people in Scotland Hillside Crescent Edinburgh EH7 5EA Telephone: For general enquiries contact rnibscotland@rnib.org.uk I agree that the information contained in this passport is accurate I understand that it will only be shared with relevant post-school staff who understand my need for a balance between confidentiality and appropriate support. The people I would like it shared with are:... Signature: Young Person 39

40 Signature: Date Parent/carer (if Young Person under 16 years) Date Signature: School Keyworker Designation Date 40