Personalised Transition: A Collaborative Approach to Funding Individual Budgets for Young Disabled People with Complex Needs Leaving School

Alison Cowen, Pippa Murray, Simon Duffy
  • Journal of Integrated Care, April 2011, Emerald
  • DOI: 10.5042/jic.2011.0158

What is it about?

This paper describes work to change how a special school for people with learning disabilities changed how they worked when helping young people and families plan for leaving school. The school, working with health, education and social services, gave families advanced information about their future support budgets, helped people plan together and for the future and began to change their curriculum to make it more positive and citizen focused.

Why is it important?

This work stands as one of the most progressive developments in special education and personalisation. Before this nobody had been able to get budgets for health, education and social care and integrate them under family control.

Perspectives

Dr Simon John Duffy (Author)
The Centre for Welfare Reform

For me this was important work of which I am proud. Policy caught up with these ideas - in theory - and now all children with 'special needs' are meant to get these kinds of entitlements. Amidst austerity I'm not sure how real current developments are, but I've heard from families who do feel they've been given more control because of these changes. Hopefully this early development did play a part in an important - if incomplete - shift.

The following have contributed to this page: Dr Simon John Duffy