2007
DOI: 10.1207/s15327035ex1501_5
|View full text |Cite
|
Sign up to set email alerts
|

Building a Successful Adult Life: Findings From Youth-Directed Research

Abstract: Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to pro… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1

Citation Types

0
34
0

Year Published

2009
2009
2020
2020

Publication Types

Select...
6

Relationship

1
5

Authors

Journals

citations
Cited by 7 publications
(34 citation statements)
references
References 8 publications
0
34
0
Order By: Relevance
“…The study facilitator, a licensed clinical social worker (at both sites), screened all potential participants before the initial assessment, based on the following inclusion criteria for both groups: (1) 14 to 22 years old; (2) parent or teacher reported diagnosis of developmental disabilities,* with or without intellectual disability; (3) participant can sustain attention to task for 10 minutes and follow two-step directions; (4) participant self-identifies as a person with a disability, health condition, or in special education; and (5) participant is able to sort concepts into categories (e.g. shapes, feelings).…”
Section: Participantsmentioning
confidence: 99%
See 1 more Smart Citation
“…The study facilitator, a licensed clinical social worker (at both sites), screened all potential participants before the initial assessment, based on the following inclusion criteria for both groups: (1) 14 to 22 years old; (2) parent or teacher reported diagnosis of developmental disabilities,* with or without intellectual disability; (3) participant can sustain attention to task for 10 minutes and follow two-step directions; (4) participant self-identifies as a person with a disability, health condition, or in special education; and (5) participant is able to sort concepts into categories (e.g. shapes, feelings).…”
Section: Participantsmentioning
confidence: 99%
“…4 Yet young people with developmental disabilities and related intellectual disabilities report significantly fewer opportunities to identify and request needed accommodations compared to young people with physical disabilities. 5 Young people not only need the knowledge to identify and resolve environmental barriers to participation, but must also have the self-determination and self-efficacy to plan, initiate, and sustain participation when encountering environmental barriers. 4,6 Project TEAM was designed to teach young people with developmental disabilities to identify environmental barriers and supports, generate feasible solutions to those barriers, and advocate for environmental changes that support participation in school, work, and the community.…”
mentioning
confidence: 99%
“…A review of this literature highlighted the following factors: inaccessible, unreliable adult service systems; lack of information or knowledge regarding options and supports; lack of student or family involvement in educational or transition plans; waiting lists for adult services; hastily and poorly coordinated transition planning; lack of work experiences during school; transition plans not addressing all aspects of adult life; loss of disability benefits due to working over a certain limit of hours (i.e., the "benefits" trap); and mismatch between parent desires and content of transition plan (Beresford, 2004;Chambers et al, 2004;Gallivan-Fenlon, 1994;Gosling & Cotterill, 2000;Hanley-Maxwell et al, 1995;Murphy & Conroy, 2007;Nuehring & Sitlington, 2003;Riddell, Baron, & Wilson, 2001;Ward et al, 2003). However, there is some evidence, albeit limited in its scope and quality, on factors identified by parents that they perceive as facilitating smoother transitions (Powers et al, 2007). These key factors include the availability of a range of services for families; adequate preparation for transition; and active parental involvement in transition planning, work experience placements, provision of adequate information about options, and coordinated, person-centered and flexible service provision (Heslop & Abbott, 2007;Ward et al, 2003;Wehman, 2006).…”
Section: Introductionmentioning
confidence: 99%
“…Other literature suggests that youth enhance their capacity for problem-solving when working with peers. Furthermore, fostering an environment in which youth, not adults, resolve barriers may help create a social network that trainees could call upon for support after the intervention formally ends (Powers et al, 2007).…”
Section: Discussionmentioning
confidence: 99%
“…Project TEAM builds individual and group capacity to identify and respond to environmental barriers through social learning and peer support (Field & Hoffman, 2002). Several studies report that youth with disabilities appreciate the opportunity to talk with others who face similar barriers in their day-to-day lives, and that youth acquire new skills and insights when exposed to other youth who have resolved similar problems (Joseph Rowntree Foundation, 2003; Powers et al, 2007). Incorporating social learning into Project TEAM fosters change by creating a safe environment in which youth can talk about common frustrating experiences, work together to identify solutions, and feel comfortable taking risks.…”
Section: Introductionmentioning
confidence: 99%