Gregory B

This thesis delves into the experiences and perceptions of two adults with a previous designation of mild to moderate SEND (Special Educational Needs and Disability – in this case autism and dyslexia) who have transitioned to independent adulthood, where formal support ends at the age of 25. While the research does not offer generalised outcomes, it uncovers individuals’ perceptions of success and the challenges that occur beyond formal support.

An interpretative methodology emphasising the development of a researcherresearched relationship provided a safe and emancipatory research space. Reflexivity was embedded as the participants revealed their stories as experts in their own lived experience, challenging professional assumptions. The conceptual framework for analysis incorporated an ecological model of engagement combined with acknowledged success criteria in SEND further education provision.

This study affirms individuals’ perceived achievements while acknowledging any challenges they identified. The engaging conversations shed light on how the participants navigated systems and developed support networks and personal relationships. Their narratives included perceptions of their experiences in relation to success, self-identity, and resilience, dealing with formal authority, and engaging with employment. The research highlights potential gaps in policy concerning the needs of adults with a mild to moderate designation of difference once they move away from the provision of formal support. The narratives challenge a deficit-based, needs-focused view of SEND, where individuals affirm their agency, proactivity and creativity in choosing how to live their lives