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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)
Young adults with intellectual disability recall their childhood
- Author:
- STARKE Mikaela
- Journal article citation:
- Journal of Intellectual Disabilities, 15(4), December 2011, pp.229-240.
- Publisher:
- Sage
- Place of publication:
- London
The aim of this article is to examine the experiences of young adults with intellectual disability with their childhood, with a particular focus on their relationships and interactions with their family members and on their informal and formal broader social networks. The study participants were 11 young adults aged 18-25 years who have grown up in homes where at least 1 parent had the same or a similar disability. Two face-to-face interviews were held with each of the participants. Two main themes emerged from the interviews. Firstly, a clear majority of the young adults had positive experiences of family life during their upbringing, as expressed especially through their memories of their grandparents. Secondly, the study participants all described experiences of being bullied and harassed outside the family context. The findings highlight the importance of the parents, the family, and informal networks in the upbringing of these children. The study also considers the consequences that the study participants’ negative experiences of peer contacts and their sense of exclusion might have for their prospects in later life.
Children's understanding of disability
- Author:
- LEWIS Ann
- Publisher:
- Routledge
- Publication year:
- 1995
- Pagination:
- 214p.,bibliog.
- Place of publication:
- London
Explores how pupils with severe learning difficulties and their non-disabled classmates interact. Uses the views of the children themselves.
School report 2021
- Author:
- NATIONAL AUTISTIC SOCIETY
- Publisher:
- National Autistic Society
- Publication year:
- 2021
- Pagination:
- 35
- Place of publication:
- London
This report presents the findings of an online survey of 3,470 parents and carers of autistic children and young people in England in summer 2021; and of a parallel survey, which was completed by 605 autistic children and young people. The survey found that: around three quarters of parents said their child’s school place did not meet their needs; over a quarter had waited over three years to receive support for their child. Only one in four parents are satisfied with the special educational needs (SEN) support the child is receiving. More than four in ten feel their child special educational needs are not being met in general. Half were dissatisfied with the child's educational, health and care needs assessment planning process. Over a third didn't know about the SEND Tribunal to appeal their local authority’s decision to refuse an education, health care plan assessment for their child. Seven in ten said school would be better if more teachers understood autism. Less the one in 12 think other pupils and students know enough about autism. Over half say they don't have a quiet place to go to at school. Around half would like help, in school, to understand how to get on with friends and classmates. Almost half said they would like help planning for adult life. (Edited publisher abstract)
Protection and restriction: a mixed-methods study of self-reported well-being among youth with intellectual disabilities
- Authors:
- BOSTROM Petra, BROBERG Malin
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e164-e176.
- Publisher:
- Wiley
Background: As most mental health studies of school-aged children with intellectual and developmental disabilities (IDD) are based on proxy ratings, the subjective views of these young persons are rarely explored. The present study explores experiences of well-being, mental ill-health, family, school, and peer relations in students in special education. Methods: Ten students in special education, aged 13–16 years, answered the Wellbeing in Special Education Questionnaire (WellSEQ) and participated in semi-structured interviews. Data were analysed using a mixed methods phenomenological research approach. Results: The general agreement between questionnaire responses and interview accounts appears to be good, and the students emphasised mainly positive emotions and good mental health. Students described their school environment and family relations as inclusive contexts experienced as both protective and restrictive. Conclusion: Using well-adapted research instruments enables students with IDD to communicate subjective experiences of well-being and how it relates to aspects of their everyday environment. (Edited publisher abstract)
Shaping the future: social life and leisure activities of blind and partially sighted children and young people aged 5-25
- Authors:
- KEIL Sue, et al
- Publisher:
- Royal National Institute for the Blind,|royal national institute|Royal National
- Publication year:
- 2001
- Pagination:
- 223p.,tables.
- Place of publication:
- London
Part of a larger survey of blind and partially sighted children and young people. This volume focuses on leisure activities and the social lives of the young people surveyed. The survey looked at: leisure activities after school and outside school; public transport; friendships; attitudes of other people; what the children and young people thought could be done to make their lives easier; information needs of parents; implications for policy; children and young people with additional complex needs; and students with learning difficulties who are blind or partially sighted..