The Preparation for Entry into Adulthood -- Supported Decision-Making in Upper Secondary School for Students with Intellectual Disability

Autor/inn/en	Tideman, Magnus; Kristén, Lars; Szönyi, Kristina
Titel	The Preparation for Entry into Adulthood -- Supported Decision-Making in Upper Secondary School for Students with Intellectual Disability
Quelle	In: European Journal of Special Needs Education, 38 (2023) 2, S.155-167 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2045814
Schlagwörter	Intellectual Disability; Secondary School Students; Students with Disabilities; Transitional Programs; Self Determination; Participative Decision Making; Skill Development; Foreign Countries; Democratic Values; Voting; Student Government; Student Participation; Entrepreneurship; Interpersonal Relationship; Trust (Psychology); Sweden + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Sekundarschüler; Student; Students; Schüler; Schülerin; Studentin; Selbstbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Abstimmung; Schülerparlament; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unternehmungsgeist; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schweden
Abstract	The upper secondary school for individuals with intellectual disability should prepare for an adult life as an active citizen with great self-determination and participation in democratic decision-making processes. The extent to which and in what way the schools work to prepare the students and develop their skills are likely of great importance for the students' adult life. The purpose of the study was to increase the knowledge of how students with intellectual disability in Sweden are prepared for adulthood, with special focus on self-determination. Case studies on three schools were carried out through observations of decision-making processes and interviews with students and staff. The main findings consist of three different approaches to self-determination for students with intellectual disability: 'Targeted and Conscious', 'Forward with Uncertainty' and 'Braking and Protecting'. Increased knowledge about, and analyses of, the processes that take place when young people with reduced decision-making capacity, due to intellectual disability, make decisions with the support of others are important. Implications underline the need to strengthen the awareness, knowledge and support of school staff when it comes to strengthening students' decision-making capacity. The students with intellectual disability need to be equipped for a society where they as adults will be surrounded by choices and expectations of making decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01