Transition of Adolescents with Intellectual Disability from Schools for Learners with Special Educational Needs: Parents' Views for the Preparedness

Autor/inn/en	Malapela, Rakgadi Grace; Thupayagale-Tshweneagae, Gloria; Mashalla, Yohana
Titel	Transition of Adolescents with Intellectual Disability from Schools for Learners with Special Educational Needs: Parents' Views for the Preparedness
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 33 (2020) 6, S.1440-1447 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mashalla, Yohana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12771
Schlagwörter	Foreign Countries; Adolescent Development; Adolescents; Adults; Intellectual Disability; Students with Disabilities; Special Needs Students; Parent Attitudes; Special Schools; Planning; Readiness; Africa + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intellect; Disability; Disabilities; Verstand; Behinderung; Student; Students; Schüler; Schülerin; Studentin; Sonderpädagogischer Förderbedarf; Elternverhalten; Special school; Sonderschule; Ablaufplanung; Planungsprozess; Afrika
Abstract	Background: Studies on preparedness of parents of adolescents living with intellectual disabilities transitioning from school to adulthood are scarce in sub-Saharan Africa. This study explored views of parents on their preparedness to handle adolescents transitioning from special schools to adulthood. Methods: Descriptive qualitative method was used to collect views of parents of adolescents with intellectual disability on their preparedness to handle transition of their children from school into community life. Content analysis was used to analyse the data. Findings: Twelve female and two male participants expressed concerns on lack of transition plans, adolescents' future, culture and beliefs and inadequate community support. Views of parents of younger children and those of parents of older children were similar. Conclusion: Parents were unprepared for transition of their children from school to community life. Multidisciplinary approach including family involvement and community support is necessary to enhance the transition of adolescents with intellectual disability. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01