National Transitions to Adulthood Strategy for Young Disabled People

Definitions

What we mean by ‘transitions to adulthood’

“Transition is the period when young people develop from children to young adults. This is not a single event, such as leaving school, but a growing-up process that unfolds over several years and involves significant emotional, physical, intellectual and physiological changes. During this period young people progressively assume greater autonomy in many different areas of their lives and are required to adjust to different experiences, expectations, processes, places and routines. Transitions also impact on the family or on those who care for the child or young person.” ARC Scotland, Principles of Good Transitions 3

This strategy adopts the Association for Real Change (ARC) Scotland’s definition of transition, and centres its improvement focus on young disabled people between the ages of 14-25 years old who are making the transition to young adult life. This is in line with the evidence collated in the literature review that planning and support for this particular age group of young disabled people could be improved.

The focus on this period also acknowledges that ‘transition’ is not a single event, but a process which takes place over a number of years, and is a period of personal development which can involve changes in every area of life.

96% of respondents to question 1 in the online survey on the Statement of Intent strongly agreed or agreed with this proposed definition. However, we also continue to recognise that the transition to adulthood will mean different things to different young people, and as such will be achieved in many different ways and timescales.

As such, we encourage planning and support which is person-led and responds flexibly to the stage of development and unique needs and aspirations of each young person.

What we mean by ‘disabled’

A person (P) has a disability if –

a) P has a physical or mental impairment, and

b) The impairment has a substantial and long-term adverse effect on P’s ability to carry out normal day-to-day activities.

Equality Act 2010 Section 6(1)

This strategy adopts the same definition of disability as is used within the Equality Act 2010 (the 2010 Act) which is set out above. This definition also reflects feedback from partners in our External Strategic Working Group who were clear the strategy should work on a pan-impairment basis, and that a lack of diagnosis should not prevent a young person accessing the support they need.

This strategy is also framed by the social model of disability, developed by disabled people. The social model says that people are disabled by barriers in society (which could be environmental or attitudinal); not by their impairment or difference. As such, when speaking of disability within this strategy, we use identity-first language such as ‘disabled person’, not ‘person with disabilities’. You can find out more about the social model of disability on Inclusion Scotland’s website.

Question 2 in the online survey on our Statement of Intent engagement asked if people agreed that the meaning we had given to ‘disabled young people’ was the correct one for the strategy. 90% of respondents strongly agreed or agreed with our proposal. However, we also heard, and continue to recognise, that different people have different preferences in terms of how they identify. For example, some young people, parents, carers and professionals have told us that they prefer terminology such as ‘person with disabilities’. When writing the strategy we also heard from some young people and Disabled People’s Organisations that the term ‘young disabled people’ was preferable to ‘disabled young people’. This strategy has therefore adopted this term.

Others have also highlighted that whilst they might require additional support to make a positive transition to adulthood, they would not either consider themselves to be disabled nor identify with the terminology of ‘disabled’. Specific examples heard through the development of this strategy included deaf and neurodivergent young people.

We respect those preferences and, whilst trying to be as inclusive as possible, we accept that the terminology used within this strategy is not necessarily reflective of the preferences of everyone.

The important principle underpinning this strategy is that it encourages support which seeks to remove the barriers which hamper or prevent young disabled people from experiencing a positive and supported transition to young adult life.