Whack-a-Mole?: Ecologies of Young Adults with Intellectual Disabilities as They Transition from School to Open Employment

Autor/inn/en	Rooney, Donna; Young, Kirsty
Titel	Whack-a-Mole?: Ecologies of Young Adults with Intellectual Disabilities as They Transition from School to Open Employment
Quelle	In: Australian Journal of Adult Learning, 63 (2023) 1, S.9-29 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rooney, Donna) ORCID (Young, Kirsty)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Young Adults; Intellectual Disability; Foreign Countries; Employment; Models; Education Work Relationship; Systems Approach; Ecology; High School Graduates; Students with Disabilities; Australia + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Ausland; Dienstverhältnis; Analogiemodell; Systemischer Ansatz; Ökologie; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Schüler; Schülerin; Studentin; Australien
Abstract	This paper addresses the question of why young Australians with intellectual disability (ID) remain underrepresented in open employment despite significant investment by various stakeholders. It uses the analogy of Whack-a-Mole (an arcade game) to draw attention to the complexity young people face during transition, and to illustrate how addressing one barrier in isolation is unlikely to result in successful transitions. In response to repeated calls for more holistic understandings of the transition process for young adults with ID, the paper draws upon the work of Urie Bronfenbrenner to present an adaptation of his model to map the ecologies of young people with ID's as they seek to transition from school to open employment. The model illustrates the complexity of transition, a proliferation of stakeholders, and traces how transition is contingent on much more than young adults with ID's capabilities. It invites further consideration of, and utility for, an ecological model as a basis for imagining possibilities to increase the number of people with ID in open employment and concludes by raising some questions that stakeholders might ask. (As Provided).
Anmerkungen	Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01