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| Autor/inn/en | Rubio-Jimenez, Ana Luisa; Kershner, Ruth |
|---|---|
| Titel | Transition to Independent Living: Signs of Self-Determination in the Discussions of Mexican Students with Intellectual Disability |
| Quelle | In: British Journal of Learning Disabilities, 49 (2021) 3, S. 352-364Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Rubio-Jimenez, Ana Luisa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-4187 |
| DOI | 10.1111/bld.12398 |
| Schlagwörter | Forschungsbericht; Foreign Countries; Young Adults; Intellectual Disability; Students with Disabilities; Independent Living; Transitional Programs; Student Attitudes; Decision Making; Self Determination; Mexico |
| Abstract | Background: Young people with intellectual disability experience important transitions as they move towards independent adult living. Transition is supported by self-determination, comprising volition (making conscious choices) and agency (acting with intention). Dialogic interactions that legitimise students' voices potentially promote self-determination. Consequently, this project aimed to involve young people actively in talking together about their futures. Methods: The research project took place in a university-based transition programme in Mexico: Building Bridges. Six Mexican young adults with intellectual disability participated. The research project focused on their experiences of self-determination in personal, social, and educational contexts. Data collection incorporated discussion sessions and participant observations. In discussions, students shared their experiences of transition to Building Bridges, and an independent-living flat. A thematic analysis was conducted. Findings: The students' transition to Building Bridges was difficult, but they believed that they were learning and growing with support. Regarding their transition to the independent-living context, the students perceive that whether to move or not is their decision, that independent living is challenging, and that the things they are learning make them feel good about themselves. Conclusions: Listening to students' views prompts consideration of how transition programmes could enhance their self-determination. For instance, by reflecting and negotiating rules with them; or giving them options, such as sleeping at the flat one day per week initially. Self-determination is exercised within the context of relationships. Creating spaces for dialogues that allows educators and/or researchers to learn and reflect with students might be a way to know and legitimise students' experiences, and plan transitions based on their strengths and interests. (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 |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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