Search results for ‘Subject term:"learning disabilities"’ Sort:
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Social outcomes of young adults with cerebral palsy
- Authors:
- REDDIIHOUGH Dinah S., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(3), 2013, pp.215-222.
- Publisher:
- Taylor and Francis
Background: Functional abilities and social outcomes of young adults with cerebral palsy (CP) are relatively underresearched. Improvements in paediatric care have extended the expectation of achieving adulthood to 90%. Method :Young adults aged 20–30 years with CP (n = 335) were compared to a population-based control group (n = 2,152) of the same age. Motor function, self-care abilities, educational level, and social outcomes were determined by questionnaire. Results: Half the study group walked independently, but only 35.5% were independent in self-care. In comparison to their peers without disability, the study group's highest educational level was lower (p < .0001), as were rates of employment (36.3% compared with 80%), they were more likely to be living with parents (80% compared with 21%), to be single, and to have limited financial resources. Conclusion: Young adults with CP are functionally and socially disadvantaged in contrast with their peers without disability. Self-care dependence, intellectual disability, and communication impairments contribute to these outcomes but are not solely responsible. (Publisher abstract)
The choice agenda in the Australian supported housing context: a timely reflection
- Authors:
- WRIGHT Courtney J., MUENCHBERGER Heidi
- Journal article citation:
- Disability and Society, 30(6), 2015, pp.834-848.
- Publisher:
- Taylor and Francis
The last 30 years has seen significant developments in the Australian housing sector for people with disabilities. Despite much change in the sector, and advancements in disability services, the range of current supported housing options for younger Australian adults with a neurological disability remains vastly under-developed. This is despite a widely accepted and endorsed recognition that, as is the general population, people with all forms of disability have a right to housing of their choice. This paper presents a timely critique of the key actions made by the Australian disability and housing sectors and subsequently proposes a more informed approach to supported housing design and development: one that is based on a comprehensive understanding of consumer housing priorities and preferences, and is conducive to a person’s biopsychosocial health. (Publisher abstract)
Launching: the experiences of two young adults with intellectual disability and their families in transition to individual supported living
- Authors:
- ISAACSON Naomi C., COCKS Errol, NETTO Julie A.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 39(3), 2014, pp.270-281.
- Publisher:
- Taylor and Francis
Background: A major milestone in the transition to adulthood is leaving the parental home, known as launching. This study explored the experiences of 2 young people with intellectual disability during launching into individual supported living, including the impact of a Western Australian (WA) funding approach. Method: Two case studies employed interviews, documentation review, and observations. Three staff members of the WA Disability Services Commission participated. Results: The transition period was stressful for parents. Gaining independence occurred gradually for the young adults and was influenced by parent involvement. All parents desired more formal support. Social isolation was a major issue for the young adults. Conclusions: Families need long-term assistance to prepare for launching, and parents may need reassurance as they withdraw from their caring role. More consideration is needed into how young people with intellectual disability may be best supported to develop friendships. (Publisher abstract)
Negotiating autonomy within the family: the experiences of young adults with intellectual disabilities
- Authors:
- MILL Aviva, MAYES Rachel, McCONNELL David
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.194-200.
- Publisher:
- Wiley
This article explores the transition to adulthood for young people with intellectual disabilities. An exploratory study explored the perspectives of young people with intellectual disabilities on their transition to adulthood, focusing particularly on the process of negotiating autonomy within the family. This study employed a life history approach, involving six young people with mild intellectual disabilities, aged 18-25 years, and two waves of responsive interviews. The first interviews explored participants' life roles, relationships and goals. The second interviews focused on the process of negotiating autonomy within the family. Three approaches to negotiating autonomy within the family were identified: defiant, passive and proactive. The particular approach taken by each participant was associated with the level of congruence between their perceived and desired levels of autonomy and parental support. The study suggests that the transition to adulthood for young people with intellectual disabilities and their parents is not inevitably conflict-ridden. Parents and professionals may support young people with intellectual disabilities through this life stage by including them in family and service decision-making, and by supporting them to take on varied and valued roles and responsibilities within the family and community.
Perceived benefits and negative impact of challenges encountered in caring for young adults with intellectual disabilities in the transition to adulthood
- Authors:
- RAPANARO Cher, BARTU Anne, LEE Andy H.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(1), January 2008, pp.34-47.
- Publisher:
- Wiley
This study investigated the perceived benefits and negative impact associated with stressful events and chronic caregiving demands encountered by parents caring for young adults with an intellectual disability in the period of transition to adulthood. A sample of 119 parents of young adults in Western Australia described these outcomes in a questionnaire, which were then analysed using qualitative content analysis. Although parents identified a range of negative outcomes, they also reported positive outcomes (perceived benefits) in relation to stressful events and chronic demands encountered in this period, including personal growth and enhanced personal resources. The language of stress and burden often used to describe parents’ experiences during the period of their son or daughter's transition to adulthood, needs to coexist with a language of fulfilment, growth and gain, as used by parents themselves. The implications of these findings, in relation to professional interaction with and support of parents in this period, are discussed.
Comparative life experiences: young adult siblings with and without disabilities' different understandings of their respective life experiences during young adulthood
- Author:
- MELTZER Ariella
- Journal article citation:
- Families, Relationships and Societies, 8(1), 2019, pp.89-104.
- Publisher:
- Policy Press
- Place of publication:
- Bristol
Research shows that siblings of people with disabilities have experiences during young adulthood – such as driving, socialising independently and moving out of home – that they often believe their brothers and sisters with disabilities will not have or will find harder to reach, and that they feel very aware of this comparative difference between them. Less research has, however, explored what siblings with disabilities think of this comparison. This represents a significant gap in the literature. Using accounts from 25 young adult siblings with disabilities and 21 without disabilities, this article compares how both view the comparison of their life experiences during young adulthood, revealing that siblings with disabilities have a more complex, nuanced and multi-faceted range of views about the comparison than their brothers and sisters without disabilities. The findings are discussed in light of the benefits of extending understandings of siblings with disabilities' views, including the benefits for family relations. (Edited publisher abstract)
Investigations into emotion regulation difficulties among adolescents and young adults with autism spectrum disorder: a qualitative study
- Authors:
- SANTOMAURO Damian, SHEFFIELD Jeanie, SOFRONOFF Kate
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 42(3), 2017, pp.275-284.
- Publisher:
- Taylor and Francis
Background: Emotion regulation difficulties have been associated with depression and anxiety in typically developing individuals. However, until recently, the impact of emotion regulation difficulties for adolescents and young adults with autism spectrum disorder (ASD) has received little attention. The authors investigated emotion regulation difficulties from the perspective of those who would experience the sequelae. This included parents, teachers, and psychologists. Method: Seven focus groups with parents, teachers, and psychologists, and 7 interviews with adolescents and young adults with ASD were conducted. Results: Across the groups, participants discussed their triggers of distressing emotions, difficulties with emotional awareness, emotion regulation strategies, and the consequences of their distressing emotions. Both depression and anxiety were perceived as the most experienced distressing issues with the greatest consequences. (Edited publisher abstract)
Transition staff discuss sex education and support for young men and women with intellectual and developmental disability
- Authors:
- WILSON Nathan J., FRAWLEY Patsie
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(3), 2016, pp.209-221.
- Publisher:
- Taylor and Francis
Background: Young people with intellectual and developmental disability (IDD) get information, education, and support about social and sexual relationships from different sources. Staff are often involved in providing this education and support. The authors explored if and how this support is offered to young people transitioning to adulthood. Methods: Focus groups were conducted with 17 staff from 3 transition services to illicit information about their experiences providing this education and support. Findings: A key theme was that staff are “reluctant counsellors.” Although staff provided social and sexual education, they reported being underprepared and relied primarily on their own values as guidance. They did this in full recognition that transition services filled a social gap for participants, blurring the lines between education and social support. Conclusion: Further research is needed to inform sexuality and relationship policy and practice during transition to adulthood, as this is a key learning and developmental time for young adults with IDD. (Edited publisher abstract)
The balancing act: meeting the needs of all children including an adolescent with disabilities
- Authors:
- KOCH Cecelia, MAYES Rachel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(5), September 2012, pp.464-475.
- Publisher:
- Wiley
Meeting the needs of all children can pose a significant challenge to parents. The needs of children in any family may differ and compete; however this may be heightened when one child has a disability. The aim of this qualitative study was to explore parents’ experiences and strategies used when meeting the needs of all their children, including an adolescent with disabilities. The study was conducted in 2 phases: secondary analysis of ecocultural interviews with 12 parent-carers of more than one child, including an adolescent (10–21 years) with intellectual disabilities; and in-depth, semi-structured interviews with a sub-sample of 4 parent-carers. The findings showed that parents balanced their children’s needs through a combination of strategies driven by their goals, beliefs and values. Parents found this very challenging. They were always conscious of the needs of all of their children, although they could not necessarily meet all their children’s needs equally. Strategies that attended to all children simultaneously were preferred by most parents, but could not always be used. Parents, at times, used strategies that prioritised the needs of the adolescent with disabilities or siblings.
Intergenerational mentoring for young adult males with intellectual disability: Intervention description and outcomes
- Authors:
- WILSON Nathan J., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 45(2), 2020, pp.99-109.
- Publisher:
- Taylor and Francis
Background: Gaining employment can be challenging for young adults with intellectual disability (ID). This study reports on a mentoring intervention to help counter barriers to employment. Method: A single-group, pre-post design was used. Eighteen young men with mild to moderate ID joined a local Men’s Shed and were assigned a Shed member as their mentor. Pre- and post-measures assessed quality of life, loneliness, personal wellbeing and workplace adjustment. Techniques from the Behaviour Change Taxonomy were used to provide support to both mentee and mentor. Results: There was a significant improvement in the community domain of quality of life. There were no significant differences in loneliness, wellbeing or workplace adjustment. Mentees attended more social events independently, and increased skills and community participation. Conclusion: By providing targeted and graded support to the mentee-mentor dyad, community-based interventions can provide a sense of community and develop workplace skills for young people with ID. (Edited publisher abstract)