6:51. The transition period may be associated with increasing levels of disability in some young people.  It may therefore be necessary to plan for future increased special needs and for the provision of aids and adaptations both in a home and an educational setting.  Young people may choose not to be assessed as disabled under sections 5 and 6 of the Disabled Persons Act and may similarly choose not to request help through the local authority community care arrangements.  The LEA should give details of any relevant voluntary oganisation or professional agency providing advice and counselling if such advice is needed.  Schools should have information available on local sources of help and advice, including any local disability organisations which can provide information on the wider range of local services and offer independent advice and advocacy if required.

6:52. Local authority social services departments have duties under Section 24 of the Children Act 1989 to make arrangements for young people over 18 who are regarded as being 'in need' and who have been looked after by the local authority or received services from them prior to that date.  LEAs should therefore ensure that the young person is aware of the power of the social services department to provide assistance beyond the age of 18 and provide any relevant information to the social services department in question in order to alert them of any potential special needs.  Where a young person has been looked after in a foster placement or a residential home or attended a residential school outside his or her own local authority, the LEA should seek to ensure liaison between all relevant LEAs and social services departments.

The role of the careers service

6:53. The careers service must be invited to the first annual review following the young person's 14th birthday, and should also be invited to all subsequent annual reviews.  Vocational guidance should be presented in the wider context of information on further education and training courses and should take fully into account the wishes and feelings of the young person concerned.  The careers officer with specialist responsibilities should provide continuing oversight of, and information on, the young person's choice of provision, and assist the LEA and school in securing such provision and providing advice, counselling and support as appropriate.  In some circumstances careers officers may also wish to involve occupational psychologists, who can contribute to the development of a vocational profile of a young person for whom future planning is giving cause for concern.  Schools may in particular welcome guidance on curriculum development in independence, social or other skills, and ways of involving young people themselves in assessment and in strategies to address any behavioural or other problems which may otherwise adversely affect their further education or future employment.

6:54. Records of Achievement should be used, with the young person's consent, to provide information to colleges or any other provision to which the young person may move on leaving school.  Where appropriate, Records of Achievement can be produced in Braille as well as in print, can make use of pictorial or abstract symbol systems, and may include a range of illustrative material (including supporting photographs, tapes or videos) which provide information on the young person.