A new education law comes into force in Wales on 1st September 2021.  The Additional Learning Needs and Education Tribunal (Wales) Act 2018 changes how children and young people aged 0-25 years with additional learning needs (ALN) will have their needs assessed, planned and monitored. These changes will be introduced gradually over the next 3 years. We will be updating our information resources in line with the new changes.

You can read more about the new Act here.

Making decisions about what happens after school can be daunting. The earlier you begin thinking about this, the more time you have to discuss it with your child. It's important that professionals keep you and your child involved and that everyone listens to your child's opinions.  

Your child should be at the centre of any transition planning. This is known as person-centred planning. 

As a parent or carer, having the right information can help you to support your child to consider and explore options for their future. Starting the transition process early means there is plenty of time to explore their choices, make decisions and change them if necessary. 

Some autistic young people may need the decision making process demonstrated in a way that meets their communication needs. You can advise on this and advocate on your child’s behalf.  

Young people who are due to leave school should be involved in transition planning from as early as Year 9 in England and Wales, Year 10 in Northern Ireland and at least twelve months before the young person is due to leave school in Scotland.  

There may be different options and destinations available, such as: 

• further education and training 
• employment support 
• residential or supported living 
• day services 
• befriending or mentoring. 

Advocating for your child 

While your child must be at the centre of the decision making process and their opinions must be listened to, there will be times when you will need to advocate for them. This may be at an annual review or other meeting, when communicating generally with schools and/or further or higher education settings and during visits to service providers. 
 
Here are some things that can help: 

• ensure that procedures around annual review meetings are followed (you can read our information on this in England, Wales, Scotland and Northern Ireland  

• have a thorough understanding of what strategies are being used with your child and ensure these are shared with people who will work with them in the future 

• make sure that any sensory needs that your child may have are considered by their new education or residential setting and that the environment is adapted accordingly 

• with your child, create a personal communication passport which will give people information about their communication preferences. There are templates available online which you can download or buy.  

What support is available? 

You and your child may be entitled to financial support, community care services from your local authority or trust, and other support such as Blue Badges, bus passes and home adaptations.  
 

Choosing a residential or supported living service 

Once you know what sort of provision you are looking for, and the options that are available, it is time to start making a decision. There will be lots of things to consider and questions to ask. 

What is the service's knowledge around autism?

• Do staff have autism-specific training and what training is it? 
• Do they have autism accreditation? 
• Does the service use a person-centred approach? 
• How does the environment match up to your child's needs (consider sensory, communication and social aspects)? 

Behaviour support 

• What approach is used (hands on/hands off)? 
• What experience do the staff have in supporting people with distressed behaviour? 
• Do they have the support of a behaviour support team (psychiatrist/clinical psychologists/behaviour consultants)? 
• How is behaviour recorded and what feedback can you expect? 
• Are behaviour/support plans actively used? 

Promotion of independence and self-esteem 

• How is independence promoted and encouraged? 
• Is it done in a person-centred way? 
• Can they provide activities that will appeal to your young person? 
• How will they be involved in the community? 

Staff 

• Do they take the time to match the young person with a support worker that can meet their needs in terms of personality, skills and interests? 
• Have staff had any training in other common conditions such as epilepsy or mental health difficulties? 
• What is their approach to collaboration with parents? 
• Does the service record compliments and complaints? Can you see them? 
• Observe how staff interact with the people they support. 

Other people using the service 

• What opportunities will your child have for mixing with others? 
• How will your young person get on with the other people living there? 
• How do they promote a positive group living situation? 
• How are conflicts resolved? 
   

Education and training options

• If staying on in education or looking for employment, there will be a number of options available. 
• Further education at college or sixth form gives your child the opportunity to study for a number of vocational, professional and academic qualifications.   
• Higher education is studying at degree level or above. 
• Online education provides an opportunity for furthering qualifications without having to attend a school, college or university. This may overcome some of the social barriers young people face when transitioning from school. 
• Traineeships offer a mixture of education and training, designed to equip people with experience and skills ready for employment. 
• Apprenticeships offer paid, on-the-job training in a particular skill or profession. 
• Supported internships are structured study programmes based primarily at an employer for those living in England. 

Choosing a placement 

Try to visit as many different establishments as possible to get a better idea of what is available and which features you and your child think are important. You may find that a particular placement that you wouldn't have considered works for you as you like its environment and ethos. 

Decide what you need to know in advance and take a list of questions. Wherever possible, ensure that your child is central to the decision-making. 
 

Employment support 

Many employers are committed to creating opportunities for people with disabilities, yet they may be unaware of the specific needs of autistic employees. We provide a variety of work programmes, training and resources to cater for autistic jobseekers and employers looking to benefit from hiring a more diverse workforce.

Developing skills for adulthood 

You may also wish to explore what skills and support your child may need to help them make a successful transition to adult life. These can include: 

• developing social skills 
• support for good mental health 
• access to social groups, buddying or befriending 
• support to live more independently 
• learning about managing money. 

What to do if you are also autistic 

If you are autistic, it would be helpful to explain this to professionals involved at the earliest opportunity to help you more effectively plan your child’s transition. 

You can request that they make reasonable adjustments to help you such as: 

• giving you information in different formats 
• providing a quiet area for you to wait before meetings 
• allowing you to record meetings.   

More information

Read about the procedures involved in transitioning from school in  England, Wales, Scotland and Northern Ireland. 

Read about employment and support available at work

Read about support in the community

Read about supporting your child to make friends