Abstract
This article gives an overview of a three-year qualitative study following the transition pathways of one blind and four partially sighted young people in Wales, beginning with the transition from compulsory to post-compulsory education at the age of 16. The study highlighted the inequity in provision for young people who remain in school sixth forms compared to those who enter a mainstream college of further education. It emphasized the key role played by the qualified teacher of the visually impaired during and after transition. Weaknesses in the process model of post-16 transition of young people with special educational needs outlined in the statutory guidance were also identified. Finally, the study found considerable divergence in the post-18 transition pathways of the five young people, with only one following, without deviation, the pathway mapped out in their original Transition Plan.