Supporting transitions to adulthood

Deaf young people can face specific challenges when transitioning to adulthood. These may include:

• Limited deaf-specific information about support available in further and higher education and in employment.
• Narrow guidance on options, with teachers and careers advisers often seeing further education college as the default.
• Low expectations from professionals and parents, steering students towards “easier” paths.
• Financial constraints, especially around transport costs and needing to travel to visit different post-16 providers.
• Lack of communication and social support, which can impact confidence and lead to isolation.

Young people say they want more time to explore their options before making decisions at school. These conversations should start when the young person is around at least age 12. They do not need to choose a path or career yet, but seeing deaf role models in a range of jobs helps.

Read stories of deaf young role models.

Checklist for early conversations

• Has the young person met deaf role models?
• Do they know what other deaf people have achieved?
• Are they aware of the range of careers available?
• Do they understand the link between education, qualifications and careers?

For students with formal education plans or statements, transition planning must be part of their annual review process starting from age 14 onwards. For students without a formal plan, transition meetings can still be helpful.

Transition meetings should focus on:

• aspirations and abilities
• post-education goals
• support needed

Before the meeting, check:

• Is the student prepared and confident to take part?
• Do they need communication support or an advocate?
• Have you made the meeting accessible?
• Who else is involved in transition planning (for example, health or social care professionals)?
• Can you offer specialised advice, or do you need help from others to offer this?

Questions to ask deaf young people during transition meetings

• What are your strengths and favourite subjects?
• What are your goals and aspirations for the future?
• What options are available when you leave school?
• What jobs interest you, and why?
• What qualifications do you need?
• Are you aware of the support available in post-16 education?
• Do you have any fears about the future?

Deaf young people can consider:

• apprenticeships
• traineeships
• supported internships
• employment
• full-time or part-time study

We have post-16 options guidance for deaf young people and families, which you can use to help guide your conversations.

• Post-16 options in England
• Post-16 options in Northern Ireland
• Post-16 options in Scotland

Checklist for exploring options with deaf young people

• Has the young person visited or arranged to visit a variety of providers? Are transport costs a barrier?
• When visiting providers, will they meet staff who coordinate support for students with disabilities?
• Do they know what support they’ll need and how to get it?
• Has a needs assessment been carried out?
• Are they aware of financial support options?
• Do they have the information they need to make informed decisions?

Deaf young people have told us they want to know about:

• higher education options
• how to apply for university or further study
• apprenticeships
• businesses that offer training programmes
• what support options are available
• transport arrangements
• how to find out if buildings have good acoustics

To make transitions smoother, it's essential that support is in place from day one. With the young person’s consent, schools should share details of any previous support and the young person’s aspirations with their next provider well in advance.

Schools and colleges should work together to create opportunities such as taster days and link programmes. These give young people valuable insight into life and learning after school and help build their confidence.

Support and equipment in college and university

When planning next steps, talk with the young person about the range of support available in further or higher education.

Education providers are required to put reasonable adjustments in place for deaf students, including support that enables students to overcome disadvantages.

Many deaf students in university apply for Disabled Students’ Allowance (DSA) to cover the costs of specialist support and technology. Find out more about DSA:

• Disabled Students’ Allowance in England
• Disabled Students’ Allowance in Northern Ireland
• Disabled Students’ Allowance in Scotland
• Disabled Students’ Allowance in Wales

Deaf students may be able to get the following types of support at college and university:

• Visiting Teacher of the Deaf: While most post-16 providers do not have a Teacher of the Deaf on staff, they may offer access to one on a visiting basis.
• Radio aids: Students who used these at school should have access to them in college too – or be assessed to see if one is now needed. Find out more about radio aids.
• Communication support worker (CSW): CSWs support deaf students by interpreting between English and sign language, taking notes and lipspeaking.
• Notetaker: Deaf students often find it hard to take notes while lip-reading or watching an interpreter. A notetaker provides clear written notes to refer to afterwards.
• Electronic notetaker: They provide a typed summary of what’s being said in real-time via a laptop. For a word-for-word account, a deaf student would need to use a speech-to-text-reporter.
• Speech-to-text-reporter (also known as a palantypist): They provide a live, word-for-word transcription during lectures. They may not be ideal for activities like field trips, where manual notetakers can be more practical.
• Sign language interpreter: They interpret what’s said into British or Irish Sign Language (BSL/ISL) and can ‘voice-over’ what a deaf student is signing. They can also translate written documents. Unlike CSWs, they focus solely on interpreting and do not assist with learning tasks or advocacy.
• Lipspeaker: Trained to reproduce clear lip patterns silently, lipspeakers make it easier for students who rely on lipreading to follow spoken content.

Checklist for preparing for higher education

• Has the young person visited a variety of higher education (HE) providers? Were they able to meet with disability officers when visiting?
• Does their course align with their goals?
• Have they considered higher apprenticeships?
• Will they give details of their disability and support requirements on their application? If not, do they understand the implications of telling HE providers at a later date?
• Do they know how to apply for Disabled Students’ Allowance (DSA) and the support it can provide?
• If they have a formal education plan, will it be passed on to a DSA assessor and to their HE provider?

Deaf young people have told us they want to know:

• how to prepare a CV
• how to apply for jobs
• how to prepare for interviews
• what support is available

Careers advisors are often not aware of deaf people’s needs and may be poorly informed about the support available to deaf people at work.

See our advice for deaf young people about jobs and careers.

Give young people positive experiences of meeting employers by organising:

• careers talks
• workplace visits
• work experience
• communication support at events

Access to Work

Disabled people can apply for Access to Work funding from the government to cover the costs of any support needs or adaptations in the workplace and for support at job interviews. Young people may need help when applying for the first time as they may be asked to justify their support needs and provide quotes for support worker fees.

Learn more about Access to Work.

Checklist for careers advisers

• Does the young person understand Access to Work and how to apply?
• Can they complete applications independently?
• Do they know their rights to reasonable adjustments in the workplace?
• Have they explored apprenticeships or traineeships?

Deaf young people have told us they want to know:

• how much things will cost (for example, rent, food and travel)
• how to budget
• who to talk to about getting help
• who to ask for equipment (such as fire alarms at home)
• information about hearing dogs
• life skills (for example, cooking, cleaning and tidying)
• information about banking
• how to get support with travel

Checklist for assessing confidence with living independently

• Can the young person travel independently?
• Can they manage money and banking?
• Do they understand how to spend, save and borrow money sensibly?
• Do they know what benefits may be available to them?
• Do they have access to equipment at home (for example, flashing fire alarms or vibrating alarm clocks)? Learn more about assistive technology.
• Do they have a strong network of friends?
• Can they manage their own hearing aids or implants (if they have any)?
• Are they prepared for transition to adult health services?
• Do they receive any support from social services? If so, have they received an assessment for adult social care services?

Download or order our free guide for professionals supporting deaf young people through transition: Next steps: Supporting successful transitions into post-16 education and employment for deaf young people in England (Shopify).

Although the guide includes details for professionals in England, many of the principles are applicable to all UK nations.

Useful resources to share with deaf young people

If you’re supporting a deaf young person with developing their independence, you might find the following lifestyle resources useful to share with them:

• Disabled bus passes (GOV.UK)
• Disabled persons railcards (National Rail)
• LifeSkills employability and financial education programme (Barclays)
• Disability benefits information
• Assistive technology information
• Deafness and emotional health and wellbeing
• Childline’s information and videos for young people
• BSL videos on mental health (SignHealth)

External resources on transition and independence

• Help and support for young disabled people to find and stay in work (GOV.UK)
• Preparing for Adulthood (England) (NDTi)
• Transition from children’s to adults’ services for young people using health or social care services (England) (NICE)
• Principles of good transitions (Scotland) (Scotland Transitions Forum)
• Special educational needs transition from school to further learning (Welsh Government) (PDF | 945.8KB)
• Statutory guidance: Careers guidance and access for education and training providers (GOV.UK)
• Specialist Deaf Curriculum Framework: Supporting deaf children and young people’s independence (BATOD)
• Moving from children's social care to adults' social care (NHS)