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Transitions from school for young adults with intellectual disability: Parental perspectives on "life as an adjustment"

Background Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transitio... Full description

Journal Title: Journal of intellectual & developmental disability 2009, Vol.34 (3), p.248-257
Main Author: Davies, Michael D
Other Authors: Beamish, Wendi
Format: Electronic Article Electronic Article
Language: English
Subjects:
Quelle: Alma/SFX Local Collection
Publisher: England: Informa UK Ltd
ID: ISSN: 1366-8250
Link: https://www.ncbi.nlm.nih.gov/pubmed/19681005
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title: Transitions from school for young adults with intellectual disability: Parental perspectives on "life as an adjustment"
format: Article
creator:
  • Davies, Michael D
  • Beamish, Wendi
subjects:
  • Activities of Daily Living
  • Adaptation, Psychological
  • Adjustment
  • Adjustment (To environment)
  • Adult
  • adults with intellectual disability
  • Community Participation
  • Disabilities
  • Education of Intellectually Disabled
  • Employment
  • Employment, Supported
  • Family - psychology
  • family adjustment
  • Family Relations
  • Female
  • Frustration
  • Humans
  • Intellectual disability
  • Learning disabilities
  • Learning disabled people
  • Life Change Events
  • Life satisfaction
  • Male
  • Mentally Disabled Persons - psychology
  • New Zealand
  • Outcomes of education
  • Parent attitudes
  • Parent grievances
  • Parent participation
  • Parent school relationship
  • parental perspective
  • Parents
  • Parents & parenting
  • Parents - psychology
  • Personal Satisfaction
  • post-school
  • Preschool primary transition
  • Qualitative research
  • Queensland
  • Questionnaires
  • Reflection
  • School leavers
  • School to work transition
  • Schools
  • Secondary education
  • Secondary postsecondary transition
  • Secondary school students
  • self-determination
  • Social Adjustment
  • Special education
  • Special needs students
  • Surveys
  • Surveys and Questionnaires
  • transition
  • Transition programs
  • Transitions
  • Young Adult
  • Young adults
ispartof: Journal of intellectual & developmental disability, 2009, Vol.34 (3), p.248-257
description: Background Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method A mailed survey gathered statewide data from parents (N = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disability and high support needs. Results Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families. Conclusions Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.
language: eng
source: Alma/SFX Local Collection
identifier: ISSN: 1366-8250
fulltext: fulltext
issn:
  • 1366-8250
  • 1469-9532
url: Link


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descriptionBackground Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method A mailed survey gathered statewide data from parents (N = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disability and high support needs. Results Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families. Conclusions Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.
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subjectActivities of Daily Living ; Adaptation, Psychological ; Adjustment ; Adjustment (To environment) ; Adult ; adults with intellectual disability ; Community Participation ; Disabilities ; Education of Intellectually Disabled ; Employment ; Employment, Supported ; Family - psychology ; family adjustment ; Family Relations ; Female ; Frustration ; Humans ; Intellectual disability ; Learning disabilities ; Learning disabled people ; Life Change Events ; Life satisfaction ; Male ; Mentally Disabled Persons - psychology ; New Zealand ; Outcomes of education ; Parent attitudes ; Parent grievances ; Parent participation ; Parent school relationship ; parental perspective ; Parents ; Parents & parenting ; Parents - psychology ; Personal Satisfaction ; post-school ; Preschool primary transition ; Qualitative research ; Queensland ; Questionnaires ; Reflection ; School leavers ; School to work transition ; Schools ; Secondary education ; Secondary postsecondary transition ; Secondary school students ; self-determination ; Social Adjustment ; Special education ; Special needs students ; Surveys ; Surveys and Questionnaires ; transition ; Transition programs ; Transitions ; Young Adult ; Young adults
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descriptionBackground Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method A mailed survey gathered statewide data from parents (N = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disability and high support needs. Results Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families. Conclusions Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.
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1Journal of Intellectual and Developmental Disability; v.34 n.3 p.248-257; September 2009
abstractBackground Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method A mailed survey gathered statewide data from parents (N = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disability and high support needs. Results Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families. Conclusions Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.
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