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 but for information on how this may affect your education or your child’s education in the meantime, please contact our Education Rights Helpline.

You can read more about the new Act here.

Transition from college or university can be daunting, difficult and confusing. The decisions made can have an impact on the rest of our lives.  

In this guide, we look at who should be involved in those decisions, person-centred planning, what happens to education health and care plans, what the options are, and how to best implement them.   

Who should be involved?  

It’s important that autistic students and their families are engaged in the planning early to make sure decisions are informed and that support is appropriate.  

A successful transition will involve everyone in the student’s circle of support, eg their family, support or outreach workers, lecturers. Particular emphasis should be paid on what the young person wants.   

All colleges and universities should provide careers and employment guidance and can signpost to other services.  

Person-centred planning  

Planning should be person-centred, focusing on what the student wants for their future and what matters to them.  

Many autistic people have intense and highly-focused interests that they find incredibly rewarding. Some can channel their interest into studying, paid work, volunteering, or other meaningful occupation. Autistic people often report that the pursuit of such interests is fundamental to their wellbeing and happiness. They may already have an ideal career path in mind, or a dream to live in a particular place. Their ideas should be taken seriously so that specific goals can be identified.  

Once someone reaches adulthood, their parents or others who have cared for them as children are no longer entitled to make decisions on their behalf.  

If it is felt that they don’t have the capacity to make their own choices, families and professionals should look at creative ways to advocate their preference. This may include using visual supports, assessing and recording their reaction as evidence. How a person communicates should not be a barrier to them contributing to their transition. Any planning should allow for them to contribute in the way that is most meaningful to them.  

Options 

The options include further study, looking for a job or apprenticeship, volunteering opportunities and support in the community and moving out of the parental home.  

Careers services can give advice on making decisions on learning, training and work opportunities.  

Further study  

Course and accommodation choices should be considered carefully.  

Useful information can be found on university websites or Universities and Colleges Admission Service (UCAS). Find out more about what to consider when planning to go to university.   

For advice on further and higher education rights and entitlements, contact Disability Rights UK’s Disabled Student Helpline. 

Jobs and apprenticeships  

Read our information on employment

Find out about traineeships and apprenticeships on the Government's website.  

Careers services should be able to offer advice or signpost to services that can help with preparing for and getting work. 

Volunteering  

Volunteering, or engaging with community groups and hobbies, can build valuable skills for daily life or future employment, and support general wellbeing.   

Find volunteering opportunities with our charity.  

Making the transition  

Thought should be given to how they can be supported to reduce anxiety throughout the process. Early decision making and support strategies can help the student to prepare for the change.  

This may include:  

• new support staff working with them prior to the move  
• visiting their new home, day hub or training centre to meet staff and peers  
• using social stories or visual supports.  

Benefits and community care  

Autistic students and their families may be entitled to financial support and social care support.  

The amount of support will depend on personal circumstances. For example, a young autistic adult may be able to care for themselves independently or it is possible that families and/or others will continue to care for them. 
  

Further support

The Transition Support Service is a free and confidential telephone and email service that can provide support and information on all areas of the transition process.  
 

More information and links to further resources 

• Find out about our range of personalised support services for autistic people and their families.  
• Find services and support in your local area by searching our Autism Services Directory.  
• Read our information on mental health.