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Empower and thrive: charting the course to independence

Putting the young person at the centre

As young people who have Down’s syndrome enter their teenage years, it is important to start planning with them for adult life

This certainly isn’t a one off event – they will need to revisit their plans as they get older and circumstances change.

It is important to start thinking and talking about the future as a family, and to think about how the young person’s education setting can support this. The Year 9/14+ transition/annual review is a good time to begin finding out about what is available (care and support, work, leisure, housing).

It is time to start developing a person-centred plan with the young person and the people who care about them. A person-centred plan is a plan that revolves around the person, what they like and don’t like, and what they want, both now and in the future; this will provide vital information about the wishes and needs of the young person who has Down’s syndrome and the support they will need to achieve them. The plan will develop as they grow into adulthood.

Good support is responsive to the needs and wishes of the individual. The level of engagement a young person is able to contribute to planning their support will be different depending on their individual needs. Some young people may have family and people who know them well taking the lead in designing their support, based on what they know of their interests, likes and dislikes. Others who are more able to communicate their needs and aspirations are likely to be able to have more influence over planning their own plans for the future. Whatever the person’s ability they should be at the centre of the support planning process and as much weight as possible should be given to their wishes.

Decision making post 16

It is important for families to understand the legal framework around decision making for young people once they turn 16. It can come as a surprise to some parents to discover that they do not have the automatic right to make decisions for their older teenagers and adult children with Down’s syndrome.

When a person turns 16, under the Mental Capacity Act (2005), the starting point is to assume they have capacity to make decisions for themselves. The law says a person must be given relevant information in an appropriate format and time to understand it before a decision on their capacity is made. This may mean that over a period of time pictures, symbols, diagrams, videos, sound clips, verbal conversation or other formats that the person normally uses to communicate are used to help the person to understand the options open to them. This is known as supported decision making.

The Mental Capacity Act (2005) states ‘a person’s capacity (or lack of capacity) refers specifically to their capacity to make a particular decision at the time it needs to be made’. This means capacity must be assessed in relation to every decision that needs to be made, at the time it needs to be made. Therefore it is not possible to assess overall capacity and make blanket decisions on a person’s behalf based on the fact that at a particular time they were found not to have capacity.

Never assume that someone does or does not understand and that they can or cannot do something. Have high but realistic expectations. You need to keep re-thinking about what is possible for the young person as they grow and develop. Some days all might go really well, some days they may not be able to do things as well as yesterday and tomorrow they might well do something you didn’t know or think they could do at all.

For more information about decision making we have produced a video ‘Who Decides?’

Useful resources from the DSA

Education and developing independence

Developing independence and preparation for adulthood

In this recording of an online event, Abigail Harris from the DSA, Alice McColl from NDTi and Harshi and Tanzie from the Our Voice network discuss planning for adulthood and how young people can be supported to develop greater independence. The recording was split into two halves, which you can find below.

Useful resources from other sources