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Transitions from school to sheltered employment in Norway – experiences of people with intellectual disabilities
- Authors:
- WASS Sofie, et al
- Journal article citation:
- British Journal of Learning Disabilities, 49(3), 2021, pp.373-382.
- Publisher:
- Wiley
Background: Nordic welfare models are characterised by emphasising both social security and labour market participation. Nevertheless, most people with intellectual disability either receive a disability pension or work in sheltered workshops. While transitions into integrated employment have been studied, transitions from school to sheltered employment have received less attention. We therefore explore the views of people with intellectual disabilities, transitioning from school to a sheltered employment programme. Methods: We interviewed nine adults with intellectual disabilities that had made the transition into a service centre that provides both competitive employment with support, and employment in sheltered workshops. The interviews were analysed thematically. Findings: The thematic analysis revealed two main themes: involvement during the transition and adapting to a new role. Most participants described transitions where they had been involved, in varying degrees, in identifying their work preferences, participated in transition activities and made personal choices. Some participants, however, shared experiences where they had not participated in activities, where personal choices were restricted to predefined options, or decisions were made by someone else. The participants further shared experiences of navigating into new contexts, characterised by new situations and new interactions. To navigate successfully in such environment, the support network was important. The participants advised future “transitioners” to be brave and utilise opportunities to find suitable employment even in challenging situations. Conclusions: Our study emphasises the importance of tailoring the transition to individual preferences and perspectives rather than aiming for a uniform, one size fits all type of transition. It is important to build on the positive aspects of sheltered employment as well as to further develop innovative ways of transitioning into integrated employment. (Edited publisher abstract)
Experiences of transition from children's to adult's healthcare services for young people with a neurodevelopmental condition
- Authors:
- SHANAHAN Paul, et al
- Journal article citation:
- Health and Social Care in the Community, 29(5), 2021, pp.1429-1438.
- Publisher:
- Wiley
Previous research has highlighted a lack of continuity of care when young people with a neurodevelopmental condition make the transition from children's to adult specialist healthcare services. A lack of planning, consistency, and availability of adult services has been found to lead to; increased anxiety, poor health outcomes, reduced support and some young people not receiving healthcare. The majority of transition research has focused on what health professionals consider important in the transition process, rather than focusing on the experiences of the young people and those closest to them. Our objective was to gather evidence from young people (and their families) who had experienced transition from children's to adult specialist healthcare services through semi-structured interviews. Volunteers were recruited from two London boroughs. All young people were aged between 18 and 25 years with a neurodevelopmental condition (Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder and/or an Intellectual Disability). Overall, we interviewed six young people with support from a family member. Five further family members were interviewed on behalf of the young person. In total, ten semi-structured interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis. Four themes emerged from the analysis: (a) Parents as advocates, (b) Availability of adult's specialist health and social care services, (c) Lack of information sharing and (d) Transition as a binary, abrupt change. Our findings suggest the transition experience could be improved by changing service specifications to incorporate assessment and handover across the age range of 16–20 years. Additionally, statutory services should understand and provide the coordination role now offered by parents in transition. We suggest future research could evaluate the feasibility of a patient-owned online information sharing tool with information about relevant services for young people and their families. (Edited publisher abstract)
Identity constructions and transition to adulthood for young people with mild intellectual disabilities
- Authors:
- MIDJO Turid, AUNE Karin Ellingsen
- Journal article citation:
- Journal of Intellectual Disabilities, 22(1), 2018, pp.33-48.
- Publisher:
- Sage
- Place of publication:
- London
This article explores the self-constructions of young adults with mild intellectual disabilities in talk about their everyday living and how parents and professionals construct young adults with disabilities in talk about their involvement in transition processes. The analysis is related to an interpretive tradition and conducted based on individual interviews with four young adults with mild intellectual disability, five parents of young adults with mild intellectual disabilities and five professionals in the adult service system. The findings show that the young adults define themselves as actors in their own lives, while the parents recognise young adults with mild intellectual disabilities as both actors with resources and actors in need of assistance. Professionals in the adult service system, however, appear to rely on an identity perspective that might hamper young adults’ agency positioning and opportunities to define themselves and influence their future lives. (Edited publisher abstract)
Student perceptions of progress in a postsecondary residential program for adults with learning disabilities
- Author:
- DOTY Kristine J.
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 10(3), July 2011, pp.150-165.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In the US, a small number of residential postsecondary schools have been created to help adult students with learning disabilities who have completed high school but need further assistance to make the transition to college or a career. This article describes a qualitative study to explore the subjective experiences of adult men with learning disabilities at a postsecondary residential educational facility in a Mountain West state. 16 students who had been in the programme for at least 18 months were selected to participate in semi-structured interviews to identify areas in which they had made progress towards their goal of living independently. The results, including examples from the interviews, are presented. The students acknowledged gains in social and emotional growth, employment training, academic achievement, and independent living skills development. The article concludes that the results suggest that residential postsecondary intervention is beneficial for adults with learning disabilities.
‘Stroppy’ or ‘confident’? Do carers and professionals view the impact of transition support on young people differently?
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.154-160.
- Publisher:
- Wiley
Transition from school for young people with intellectual disabilities remains a time fraught with disruption and stress for young people and carers despite the emphasis on their greater involvement with the transition support services. The study examined the effects of transition support to 2 cohorts of young people who were in their last year in school or college in 2005/2006 and 2006/2007. The young people received additional support around employment choices beyond the normal transition planning. This paper reports the views of carers, teachers and support workers of the impact this additional support made to the young people. Semi-structured interviews were held with 59 young people, 58 carers and 59 interviews with teachers and support workers. Analysis of the data reveals a difference between the views of carers and those of professionals. The paper argues that these differences may reflect different understandings of the purpose of transition support which may make it difficult to achieve a smooth transition for all stakeholders. Professionals look for the development of skill sets that can help the young person to cope with novel environments in post-education placements, whereas carers experience transitions as challenges to family relationships. The findings have implications on how to structure and deliver transition support.
Transitional services for youth with developmental disabilities: living in college dorms
- Authors:
- KIRKENDALL Abbie, DOUECK Howard J., SALADINO Albert
- Journal article citation:
- Research on Social Work Practice, 19(4), July 2009, pp.434-445.
- Publisher:
- Sage
This study evaluates the impact of a college-based dormitory program on transitioning youth with intellectual disabilities. A qualitative study, with interviews at pre and post, was conducted to evaluate the program's impact. Data were collected with semistructured interviews from young adults with intellectual disabilities who participated in a college-based residential program and their parents or guardians. Three general themes emerged from the data: Participants reported experiences that were (a) typical of normative life transitions, (b) typical of growing pains associated with significant life transitions and learning new skills, and (c) one step forward. Results indicate that the experience of living away from home for the first time was in some ways comparable to that of a typical college student. Improvement in life skills, including increased awareness of personal goals, enhanced vocational goals, increased maturity or assertiveness, was reported. Respondents were generally satisfied with the program.
We are the strongest link
- Authors:
- JEFFERSON Emily, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 142p.
- Place of publication:
- London
This is a is a peer support training pack to help young people with learning disabilities feel stronger about themselves as they go through the transition from school to adult life. It was developed by young people who had already experienced transition and covers subjects such as friends, feelings, growing up and where to get support from. The pack provides materials and ideas for groups and group supporters.
Lost in transition
- Author:
- TARLETON Beth
- Journal article citation:
- Community Care, 30.06.05, 2005, pp.38-39.
- Publisher:
- Reed Business Information
This article looks at the key findings from 'The Road Ahead?' review of transition for young people with learning difficulties undertaken by the Norah Fry Research Centre, University of Bristol with young people with learning difficulties from North Somerset People First and the Home Farm Trust, a national service provider. It shows that transition is a confusing and stressful time for them. Young people, their parents and supporters all need clear information about the transition process itself, as well as information regarding the choices and changes.
Transition stories: voices of school leavers with intellectual disabilities
- Authors:
- SCANLON Geraldine, DOYLE Alison
- Journal article citation:
- British Journal of Learning Disabilities, 49(4), 2021, pp.456-466.
- Publisher:
- Wiley
Background: The principal destinations for school leavers with intellectual disabilities from special schools in Ireland are further education (FE) through providers such as the National Learning Network or training and employment (TE) within adult day services and rehabilitation centres. In 2015, a number of inherent barriers to participation in FE/TE for young people with intellectual disabilities were identified. These were found to be linked to attitudes, stigma and low expectations of their capabilities. This resulted in the development of a supported transition model WALK PEER (Providing Equal Employment Routes). Methods: This study explored the experiences of school leavers with intellectual disabilities who were engaging with the WALK PEER model. Data were collected from a purposive sample of 31 students with intellectual disabilities from two special schools: Group 1 (Pre-transition) students in the penultimate year of formal education, Group 2 (Transitioning) students in the final year of formal education and Group 3 (Post-transition) had left school two years previously. Findings: Engaging in the supported transition programme provided young people with access to information, options, confidence and some of the hard and soft skills required for successful transition into education and employment contexts. Conclusions: The findings demonstrate a strong correlation between support programmes, transition planning and positive transitions, which is critical if young people with intellectual disabilities are to realise their goals. The research proposes a new model of “Supported Transition” that has clear implications for the development of a national transition policy as directed by the Comprehensive Employment Strategy. (Edited publisher abstract)
Transitioning to adulthood with a mild intellectual disability - young people's experiences, expectations and aspirations
- Authors:
- SALT Emily, MELVILLE Craig A., JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(4), 2019, pp.901-912.
- Publisher:
- Wiley
Aim: Very little attention has been paid to the views and experiences of young people with mild intellectual disabilities on the broad topics of adulthood and adult identity. The following study was undertaken to explore how young adults with mild intellectual disabilities conceptualize, relate to, and experience the process of transition. Method: Eight young adults with mild to borderline intellectual disabilities participated in semi‐structured interviews. Results were analysed using interpretive thematic analysis. Results: Two umbrella themes were identified: “On a developmental pathway” and “Negotiations in the environment”. Conclusions: The participants concerns were surprisingly similar to those commonly expressed by young adults without disabilities. Self‐perceived adult identity appeared to be affected by the participants' personal definitions of adulthood, as well as by social comparisons with both peers and adults. Finally, while concerns were expressed about their capacity to cope with responsibility, most felt optimistic about adopting full adult status in the future. (Edited publisher abstract)