Comparing transition expectations of young people with moderate learning disabilities with other vulnerable youth and with their non‐disabled counterparts

Abstract

This article uses data obtained from a study that examined transition experiences of young people with moderate learning disabilities. A comparison is made between those experiences and the experiences of both other vulnerable young people and non-disabled youth. It was found that nondisabled youth experience extended transitions with events that signify adult status taking place well into young people's 20s. On the other hand, vulnerable youth transitions are often (out of necessity) rushed, with young people having to take on responsibility beyond their years. The results of the study demonstrate that for young people with moderate learning disabilities the experiences of transition more closely mirror those of other vulnerable youth than they do the non-disabled population.

Transition from Special Education into Postschool Services for Young Adults With Intellectual Disability: Irish Parents' Experience

“…It appears to be widely considered that adolescents with disabilities face the same multitude of changes in their transition to adulthood as typically developing peers, also face additional challenges (May, 2001). A recent study in the UK found that although the young people with moderate intellectual disabilities were generally experiencing transitions to adulthood similarly to nondisabled youth, but there were also some differences (Caton & Kagan, 2007). A key factor identified the bureaucratic aspects involved in the transition between service settings that people with disabilities often experience, which tend not to occur for people without disabilities.…”

A review of the approaches investigating the post-16 transition of young adults with learning difficulties

“…A total of 15 studies (Table 1) met the inclusion criteria and of these studies 11 were conducted in the UK (Dyson, Meagher, and Robson 2002;Ward et al 2003;Howlin et al 2004;Aston et al 2005;Caton and Kagan 2007;Beyer and Kaehne 2008;Durkin et al 2009;Palikara, Lindsay, and Dockrell 2009;Whitehouse et al 2009;O'Riordan 2011;, 2 in Sweden (Engström, Engström, and Emilsson 2003;Billstedt, Gillberg, and Gillberg 2011), 1 in Norway (Mykleburst and Båtevik 2009) and 1 in Belgium (Renty and Roeyers 2006). Just over half of the studies (N ¼ 8/15) were published in the last four years of the period 2002-2012.…”

Transition to Campus Life

“…It exposes them to organizational (changes in school size, departmentalization streaming, types of ability and competition, and teachers expectations), and social-emotional discontinuities (change in school diversity and heterogeneity, relationship with peers and teachers, sense of belonging, acceptance, and valued) (Anderson et al, 2000;Fombonne, 2003;Mizelle & Mullins, 1997;Schumaker, 1998;Wells, 1996). Moreover, an individual's personal characteristics, gender, ethnicity, and family socio-economic status also play a crucial role in their transition to post-secondary education (Caton & Kagan, 2007;Chambers, Hughes, & Carter, 2004;Giarelli et al, 2013;Powers et al, 2007;Stewart et al, 2010). In reality, the combination of intrinsic (different type of disabilities, behavioural problems, lack of necessary skills, being home bounded, lack of motivation to complete tasks, adapting to the environment, and self-image which are under their control) and extrinsic (attitudinal barriers, lack of appropriate accommodations, assignment difficulties, being welcomed, respected, and valued by others which are not under their control) barriers hamper individuals with special needs to have a successful transition (Burgstahler, 2001;Giarelli et al, 2013;Olson & Pavetti, 1996;Roderick, 1993).…”