to have included young people who were supported at the level of however at ‘SEN support’; this stage there was not a fully established approach to identifying this level of support in the area I was completing my research. Young people who had an EHCP (Spring 2015) would have arguably received a similar level of input from their schools and the Local Authority in developing a personalised plan to continue to support them in their next steps (as identified by the SEN Code of Practice). To establish a further level of homogeneity I decided to include young people who were currently attending a mainstream secondary school and were planning to transition to the same FE college. This would suggest that there would be similarities in the approaches of both schools and the college in supporting young people in making their transition. Although it is understandable that there would be differences between schools it was felt that these differences would not be as distinct as those between mainstream and specialist provisions. The structure of the interview Within the context of the interview I considered the following decisions: the use of written materials, inclusion of visual aids or icebreaking activities and whether to use an unstructured or semi-structured approach. Firstly, I reflected on the use of written materials as both an aid and a means through which the young people might convey their experiences of the transition process. I considered designing a diary entry chart where the young people could have detailed any relevant events and experiences. I decided against this as I felt that it would both have been hard to control and would have acted as another responsibility for the young people at an arguably highly pressured time, during their final exam period.
to have included young people who were supported at the level of ‘SEN support’; however at this stage there was not a fully established approach to identifying this level of support in the area I was completing my research. Young people who had an EHCP (Spring 2015) would have arguably received a similar level of input from their schools and the Local Authority in developing a personalised plan to continue to support them in their next steps (as identified by the SEN Code of Practice). To establish a further level of homogeneity I decided to include young people who were currently attending a mainstream secondary school and were planning to transition to the same FE college. This would suggest that there would be similarities in the approaches of both schools and the college in supporting young people in making their transition. Although it is understandable that there would be differences between schools it was felt that these differences would not be as distinct as those between mainstream and specialist provisions. The structure of the interview Within the context of the interview I considered the following decisions: the use of written materials, inclusion of visual aids or icebreaking activities and whether to use an unstructured or semi-structured approach. Firstly, I reflected on the use of written materials as both an aid and a means through which the young people might convey their experiences of the transition process. I considered designing a diary entry chart where the young people could have detailed any relevant events and experiences. I decided against this as I felt that it would both have been hard to control and would have acted as another responsibility for the young people at an arguably highly pressured time, during their final exam period.
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