Proposals for Improving the Transition Process of Young People with Intellectual Disabilities in Spain: Insights from Focus Groups of Professionals, Young People and Their Families

Autor/inn/en	Pallisera, Maria; Vilà, Montserrat; Fullana, Judit; Castro, Montse; Puyaltó, Carolina; Díaz-Garolera, Gemma
Titel	Proposals for Improving the Transition Process of Young People with Intellectual Disabilities in Spain: Insights from Focus Groups of Professionals, Young People and Their Families
Quelle	In: European Journal of Special Needs Education, 33 (2018) 3, S.287-301 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1306966
Schlagwörter	Foreign Countries; Transitional Programs; Young Adults; Intellectual Disability; Focus Groups; Qualitative Research; Informal Education; Individual Development; Social Support Groups; Content Analysis; Coding; Social Work; Barriers; Peer Relationship; Family Involvement; Spain + Suchen Sie Ihr Suchwort? Ausland; Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Qualitative Forschung; Informelle Bildung; Nichtformale Bildung; Individuelle Entwicklung; Social support; Soziale Unterstützung; Inhaltsanalyse; Codierung; Programmierung; Soziale Arbeit; Peer-Beziehungen; Spanien
Abstract	This research aims to present proposals that can improve the transition to adulthood of young people with intellectual disabilities (ID). Four focus groups were set up in three different cities in Spain, each comprising education and social work professionals, people with ID and family members. In total, 32 participants were included in the study. The discussions were recorded, transcribed and analysed using thematic content analysis. Improvements proposed by participants were organised into six themes: coordination between services and professionals; curricular approaches; participation by young people with ID; peer-relationship networks; family and administration. Participants highlighted the need to make the curriculum more flexible and foster curricular experiences related to social and workplace inclusion, as well as establish more continuity in guidance processes throughout the different stages of education and especially at the end of secondary education. Participants also suggested the need for young people with ID to have a more prominent role in their educational process, and strengthening their social networks by promoting their participation in community activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01