The involvement of young people in assessment and review

6:59. The views of young people themselves should be sought and recorded wherever possible in any assessment, reassessment or review during the years of transition.  Some young people may wish to express these views through a trusted professional, family, independent advocate or adviser, the Named Person or through an officer of the authority.  Effective arrangements for transition will involve young people themselves addressing issues of:

? personal development

? self-advocacy

? the development of a positive self-image

? awareness of the implications of any long-term health problem or disability and

? the growth of personal autonomy and the acquisition of independent living skills.

6:60. If the growth of these personal skills is to complement the student's progress through agreed academic and vocational curriculum arrangements and to inform choices about continuing education and future employment, student involvement on a regular basis in the annual review process should be encouraged.

Encouraging student involvement in decision-making during transition:

? schools and LEAs should consider ways of ensuring that students' views are incorporated In planning for transition - for example the use of student counsellors, advocates or advisers, the Named Person, social workers or peer support

? curriculum planning should focus on activities which encourage students to review and reflect upon their own experiences and wishes and to formulate and articulate their views

? the student will need to come to terms with the wider implications of his or her disability or special need in adult life.  Careful attention should be given to the avoidance of stigmatising language or labels and to the provision of accurate and sensitive advice and information on any aspects of the disability or special need as required

? transition should be seen as a continuum.  Students should be encouraged to look to the future and plan how they will develop the academic, vocational, personal and social skills necessary to achieve their long-term objectives. Records of Achievement can demonstrate success and enable young people to recognise and value their own achievements as a contribution to their future learning and adult status and

? students will be most effectively involved in decision-making when supported by information, careers guidance, counselling, work experience and the opportunity to consider a wide range of options during the transition phase.