Timetabling a Transition with Dignity: Perspectives of Young Adults with Significant Support Needs

Autor/inn/en	Hart, Sarah M.; Hill, Mary F.; Gaffney, Janet S.
Titel	Timetabling a Transition with Dignity: Perspectives of Young Adults with Significant Support Needs
Quelle	In: Journal of Intellectual & Developmental Disability, 46 (2021) 3, S.227-238 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hart, Sarah M.) ORCID (Hill, Mary F.) ORCID (Gaffney, Janet S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2021.1885973
Schlagwörter	Foreign Countries; Young Adults; Intellectual Disability; Developmental Disabilities; Severe Disabilities; Self Determination; Human Dignity; Activities; Transitional Programs; Planning; Student Participation; Participative Decision Making; Scheduling; Time; Preferences; Cues; Diaries; Students with Disabilities; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Severe disability; Schwerbehinderung; Selbstbestimmung; Menschenwürde; Ablaufplanung; Planungsprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Disposition; Zeit; Stichwort; Diary; Tagebuch; Student; Students; Schüler; Schülerin; Studentin; Neuseeland
Abstract	Background: This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities. Method: To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and contextual intersections were critically analysed using the theoretical framework of the capability approach. The capability approach emphasises individuality and one's freedom of choice to construct a good life of "dignity." Results: "Timetables" - schedules of daily activities - were examined using artefactual analysis to make sense of and explain important insights about transition through this pivotal support anchor. Yet, the utility of these artefacts, found to communicate personal capabilities, was underrecognised by those supporting transitions from school. Conclusion: This article reports fresh insights into supporting this critical life stage increasing the potential for a transition with dignity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01