Longitudinal Transitions Study

Longitudinal Study from age 14 of blind and partially sighted young people in the UK

Phase One of the Longitudinal Study was funded by Royal National Institute of Blind People (RNIB) who originally commissioned the study. The aims of phase 1 were as follows:

1. To track the process of transition for blind and partially sighted young people at key transitions stages from age 14 into employment.
2. To identify the professionals involved, their role and the quality and nature of their support.
3. To identify the factors that improve or reduce a blind or partially sighted young person's chances of gaining employment.

Phase One reports:

• Post-14 transitions support– a survey of visiting teacher services for blind and partially sighted students. October 2010 (PDF, opens new window)

• Post-14 transitions support – a survey of the transition experience of visually impaired young people. August 2011 (PDF, opens new window)

• Post-14 transitions – A survey of the social activity and social networking of blind and partially sighted young people: Technical Report. February 2012 (PDF, opens new window)

Longitudinal Study of Transitions Experiences of Blind and Partially Sighted Young People – phase 2 of a 5-year research study into transition of 80 blind/partially sighted young people from school, into FE & HE, training, employment or unemployment.

Phase Two the Longitudinal Study was funded by the Nuffield Foundation. It sought to investigate the following research questions:

1. What are visually impaired young people’s experiences of transition from school into further and higher education, training and employment? What choices do they make and what are the outcomes?
2. What levels of independence do visually impaired young people have as they move through different phases of their life? Independence in relation to: (a) travel and mobility; (b) access to information; (c) access to ICT; (d) social interaction; (e) self- advocacy (e.g. discussing required adjustments); (f) activities of daily living; and (g) experience of work. How helpful are these skills in the young people’s transition?
3. What services are available to the young people to support their transition? Linked to this, how will emerging and ongoing changes in the area of transitions and SEN policy be implemented by different services which are available to the young people?
4. How will emerging and ongoing changes in the area of transitions and SEN policy affect young people with visual impairment as they move from school to the next stage of their education (or training or employment)? With reference to specific policy changes, comparisons and observations will be possible in relation to young people’s experiences of:

• Changes in Connexions services (comparisons across the two cohorts, LAs and England/Wales);
• Seeking statutory support for training or apprenticeships from LAs;
• Obtaining funding for FE (comparisons across the two cohorts, LAs and England/Wales);
• Work experience, training and employment opportunities (comparisons across the two cohorts, although timing of proposed new policies is unclear at this time).

Phase Two reports:

• Transition to Adulthood: The views and experiences of blind and partially sighted young people transitioning into adulthood in the UK (PDF, opens new window)
• Transition to adulthood: Final summary report (PDF, open new window)
• Young people’s progress and views of independence aged 16-19: Post-14 transitions support. Technical report of findings to December 2012 (PDF, opens new window)
• Vision, Accessing Information and Accessing Benefits: Technical report of findings to December 2013 (PDF, opens new window)
• The Transition Experiences of Young People with Visual Impairments aged 17-21. Summary report of findings to February 2015 (PDF, opens new window)
• The Transition Experiences of Young People with Visual Impairments aged 17-21: Technical report of findings to February 2015 (PDF, opens new window)
• Longitudinal Transitions Study of Young People with Visual Impairments: Methodology Summary, November 2015 (PDF, opens new window)

• Support and Information received by Young People with Visual Impairments: Technical report of findings October 2014 to February 2015 (PDF, opens new window)

• Young People, Visual Impairment and Preparing to Live Independently (PDF. opens new window)

• Wellbeing of young people with visual impairments: Technical report of findings to February 2015 (PDF, opens new window)

• Summary Report: Experiences of blind and partially sighted young people as they make the transition into Higher Education (PDF, opens new window)

• Experiences of blind and partially sighted young people as they make the transition into Higher Education (PDF, opens new window)

Dissemination Event

Pathways through transition - life after compulsory education for young people with vision impairment

Transition: empowering visually impaired young people as they move to adulthood

Phase three of the Longitudinal Study was funded by Thomas Pocklington Trust. This phase had two key aims.

Aim 1: Tracking of young people as they become independent

We aimed to continue tracking our cohort of young people as they follow their transition journey into adulthood. We focused particularly on their experiences as they seek to live independently and seek employment.

Aim 2: Innovative resource development

Our recent research had captured the experiences of 80 young people (and those working with them) over a five year period. We were keen to take these research findings – these experiences – and develop practical resources which will support social change by supporting young people through more successful transitions into employment, adulthood and independent living.

Through this phase of research we sought to investigate the following research questions:

1. What are the experiences of the young people as they:

(a) Enter the labour market (including their use of the ‘Access to Work’ scheme)?, and

(b) Seek to move from the family home into independent living?

1. How well prepared are the young people for this transition, and what factors influence this (e.g. educational experience and outcomes, mobility and independent living skills)?
2. What barriers (and enablers) are faced by young people with visual impairments when looking to make this transition?
3. How do and can services help young people with visual impairments make the transition into independent living?
4. How can the research findings (and the planned resource materials and guidelines) be best utilised to improve transitions journeys for young people with visual impairments?

Phase Three reports:

• Lost in Transition? Final report from the Longitudinal Transitions Study (PDF, opens new window)
• The Transition Experiences of Young People with Vision Impairment aged 21 to 24: Policy findings to June 2019 (PDF, opens new window)
• The Transition Experiences of Young People with Vision Impairment aged 21 to 24: Technical report of findings to June 2019 (PDF, opens new window)
• Technical report of findings to November 2017 (PDF, opens in new window)
• The Transition Experiences of Young People with Vision Impairment aged 21 to 24: Briefing one of findings to November 2017 (PDF, opens new window)
• The Transition Experiences of Young People with Vision Impairment aged 21 to 24. Briefing two of findings to November 2017Employment readiness: Briefing Two (PDF, opens new window)
• The Transition Experiences of Young People with Visual Impairments aged 19-22: Technical report of findings to September 2016 (PDF, opens new window)
• Reflections of Transition Experiences by Young People with Visual Impairments aged 19-22: Technical report of findings to April 2016 (PDF, opens new window)

Response to consultation on targeting funding for disabled students in higher education from 2016/17 onwards

Evidence was sought through a consultation, conducted in September 2015, ahead of reforms to the Disabled Students’ Allowance which proposed to place greater responsibility on HE providers to support students with disabilities through inclusive practice. The response from VICTAR noted:

• the importance of ensuring that funding was available to ensure that students are able to access the equipment they need in order to work independently.
• the importance of specialist roles for supporting students with vision impairment, particularly specialist note-takers and mobility officers as well as overall support allocations from both DSA and the HE provider being informed through a detailed assessment by a trained assessor.

Response to consultation on targeted fuding for disabled students in higher education (Word doc)

Response to consultation on DSA-NMH mandatory qualifications or professional body membership criteria and role descriptors review 2017/18

This review, conducted in January 2017, sought responses to the proposed changes to DSA funded non-medical helper mandatory qualifications or professional body membership criteria and role descriptors, ahead of publication for the 2017/18 academic year.

Whilst the review focused on specific aspects of the delivery of DSA, throughout we were able to incorporate evidence from the Longitudinal Transitions Study, and to highlight some of the particular challenges faced by students with vision impairment.

Response to criteria and role descriptors review (Word doc)

Response to procurement review for Disabled Student Allowances (DSAs) – assistive technology equipment and training tender

In April 2019, the Student Loans Company, who have administrative responsibility for DSA conducted a review. They sought responses to proposed tender arrangements for the delivery of DSA funded Assistive Technology. Our response was led by the Thomas Pocklington Trust in collaboration with VICTAR. In the response we used the findings from the Longitudinal Transitions Study to:

• highlight ongoing challenges for students with vision impairment accessing appropriate equipment to enable them to study independently;
• argue for the importance of broadening the range of equipment funded by DSA;
• highlight the importance of students receiving training before starting their courses.

Response submitted to the tender review (Word doc)

Review of DSA guidance in relation to students with vision impairment

Rachel Hewett (VICTAR) and Tara Chattaway (Thomas Pocklington Trust) provided a tailored briefing to the DSA team at Department for Education which provided a response to proposed DSA guidance in relation to students with vision impairment. They gave an overview of key findings from the Longitudinal Transitions Study in relation to DSA and made recommendations for future development (Word doc).

Key findings from the briefing (Word doc)

Higher Education Commission – Disabled Students Inquiry

This inquiry investigated disparities in disabled students’ continuation, attainment and graduate outcomes in higher education. Our response provided evidence, case studies and highlighted what is and isn’t working for students with vision impairment, as well as providing recommendations and solutions for the future.

Respondent information to Diabled Students Inquiry (Word doc)

Work and Pensions committee – Assistive Technology, Tenth Report of Session 2017-19

This inquiry investigated the potential of Assistive Technology for reducing the employment gap for people with disabilities. Our response focuses specifically on outcomes for individuals with vision impairment, drawing primarily on evidence from the Longitudinal Transitions Study.

Written evidence from VICTAR

Assistive Technology and Employment Transitions, Commission by Policy Connect and All-Party Parliamentary Group for Assistive Technology

This inquiry explores how government and employers can better support disabled people to benefit from the opportunities presented by technology as they move into the workplace. As well as presenting written evidence, Dr Rachel Hewett was invited to present oral evidence as part of the Transitions from Education strand of the inquiry.

Evidence presented to the Transitions from Evidence strand of the inquiry (Word doc)

Work and Pensions committee – Disability employment gap

This inquiry is investigating the gap between employment rates of disabled and non-disabled people and how the Department for Work and Pensions can better support disabled people in the labour market. Our response centres on the employment outcomes of young people with vision impairment and draws upon evidence from the Longitudinal Transitions Study to highlight how vulnerable young people with vision impairment are to becoming long-term NEET, and to emphasise the importance of preparation during education for post-school transitions.

Evidence from the inquiry on the disability employment gap (Word doc)

Education Committee Inquiry on Special Educational Needs and Disabilities, June 2018

Our response focuses on the experiences of children and young people with vision impairment and drawing upon evidence from the Longitudinal Transitions Study. We argue that as vision impairment in childhood is low incidence and this group face unique challenges requiring intervention because of the role which vision plays in a child’s development and social interaction, it is important to consider their specific needs within educational policy.

Written evidence submitted by VICTAR (Word doc)

Bridging the Gap

VICTAR, in partnership with RNIB, has produced transition guidance for young people who are blind or partially sighted.

Entitled Your future, your choice: bridging the gap, the guide outlines the support and services available to assist young people through their journey from school, through further and higher education, and into employment. This guidance is underpinned throughout by findings from the Longitudinal Transitions Study, including incorporating the experiences of the participants through quotes and case studies.

Moving On: Preparing young people with vision impairment for post-16 transitions

This is a new workshop pack which can be used by professionals and organisations supporting young people with vision impairment. The pack contains plans, activities and resources that you can use to run a series of sessions for a group of young people, covering a range of topics including further and higher education, employment, technology, self-advocacy, independence and understanding your vision impairment.

Each section is introduced with findings from the Longitudinal Transitions Study, highlighting some of the key points which should be taking into consideration as professionals deliver these sessions.

Supporting the achievement of learners with vision impairment in Higher Education

This guide, Supporting the achievement of learners with vision impairment in Higher Education, has been produced to aid Higher Education (HE) professionals understand how they can best work with students who have vision impairment, to facilitate a positive and inclusive experience.

This resource has been produced by VICTAR with support from the Royal National Institute of Blind People (RNIB), the Thomas Pocklington Trust and the National Sensory Impairment Partnership (NatSIP). The content (including illustrative case studies) has been informed by the research evidence based on the experiences of students with vision impairment in 25 different HE UK institutions.

Six Steps into Higher Education

The six step guidance is based on the experiences of 30 young people with VI who have made the transition into Higher Education who took part in the Longitudinal Transitions Study. This guidance has been adapted from a project funded grant from DfE to National Sensory Impairment Partnership (NatSIP) to provide specialist information, advice, support and training to improve outcomes for young people with sensory impairments. The original guidance was hosted by RNIB.

A guide for Higher Education Providers supporting students with vision impairment during COVID-19

VICTAR supported Thomas Pocklington Trust, Guide Dogs and LOOK UK as they developed Covid-19 specific guidance for Higher Education Providers to support students with visual impairment

Improving access to work experiences for young people with a vision impairment

This is a resource to help local authorities supporting their students in undertaking work placements.