Changes and Challenges in the Transition to Adulthood: Views and Experiences of Young People with Learning Disabilities and Their Families

Autor/inn/en	Pallisera, Maria; Fullana, Judit; Puyaltó, Carol; Vilà, Montserrat
Titel	Changes and Challenges in the Transition to Adulthood: Views and Experiences of Young People with Learning Disabilities and Their Families
Quelle	In: European Journal of Special Needs Education, 31 (2016) 3, S.391-406 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2016.1163014
Schlagwörter	Foreign Countries; Learning Disabilities; Intellectual Disability; Student Attitudes; Family Attitudes; Individual Development; Secondary School Students; Qualitative Research; Student Development; Case Studies; Social Support Groups; Social Networks; Leisure Time; Occupational Aspiration; Career Planning; Labor Market; Inclusion; Independent Living; Interviews; Focus Groups; Guidance; Training; Barriers; Photography; Social Action; Data Analysis; Spain + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Intellect; Disability; Disabilities; Verstand; Behinderung; Schülerverhalten; Individuelle Entwicklung; Sekundarschüler; Qualitative Forschung; Case study; Fallstudie; Case Study; Social support; Soziale Unterstützung; Social network; Soziales Netzwerk; Freizeit; Berufsneigung; Berufsziel; Karriereplanung; Labour market; Arbeitsmarkt; Inklusion; Selbstverantwortung; Interviewing; Interviewtechnik; Beratung; Ausbildung; Fotografie; Soziales Handeln; Auswertung; Spanien
Abstract	The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01