Into Adulthood: The Vocational Situation of Young People With Severe Learning Difficulties

Todd, Stuart; Evans, Gerry; Beyer, Stephen Richard

doi:10.1179/bjms.1991.002

Cited by 10 publications

(13 citation statements)

References 10 publications

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“…As with similar surveys (Todd et al 1991), the majority of young people sampled (62%) were male. Twenty-nine of those families interviewed were of European descent, seven Afiican or Caribbean and 25 Asian.…”

Section: Methodssupporting

confidence: 72%

“…In the matters of availability of suitable day activities, the survey reveals a level of concern resembling and reinforcing the findings of others. None of Todd et al's (1991) sample of young people with severe learning difficulties was in any form of employment activity. Only one of the present sample spent his day in activity which resembled open emplojment.…”

Section: Discussionmentioning

confidence: 99%

“…Both this sample and Dossetor & Nicol's (1990/1) perceived service help as haphazard and uncoordinated. Todd et al (1991) collected data on 118 young people aged between 16 and 24 with severe learning difficulties in Wales. Eighteen per cent had already left the parental home, but very few comments were made by those still living in the family home or their parents to suggest that leaving home in the foreseeable future would be an option for many of the rest.…”

Section: Introductionmentioning

confidence: 99%

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Service use among school leavers with severe learning difficulties: the views of carers

Ineichen

1993

J intellect Disabil Res

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School leaving is a time when difficult decisions have to be taken. Difficulties are likely to be particularly complex when the school leaver has severe learning difficulties. Carers of 61 young people living in one East London Health District were interviewed about their child's experience of service use at around the time of school leaving. The timing of school leaving appears to have been well handled, and the experience of those who went on to further education was positive. The school social work service was greatly appreciated. On the debit side, many informants were critical of the quality of short‐term residential care. The commonest concern was for the prompt availability of day care. As in the few other studies of this subject, the impression that services appeared uncoordinated was given by carers.

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Section: Methodssupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Service use among school leavers with severe learning difficulties: the views of carers

Ineichen

1993

J intellect Disabil Res

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“…It was informed by broad understandings of the typical careers of people with intellectual disability in that it excluded a wide variety of adult‐related roles and experiences, and in particular, work. As for most young people with intellectual disability (see Evans et al 1994 ; May & Hughes 1988; Todd et al 1991 ), employment for Afton Lodge’s students was seen as an unlikely prospect. In contrast to student conversations with the present author and each other, there was a noticeable lack of discourse either in school documents, in talk between staff, or between staff and students concerning the world of work.…”

Section: Resultsmentioning

confidence: 99%

Working in the public and private domains: staff management of community activities for and the identities of people with intellectual disability

Todd

2000

J intellect Disabil Res

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In addition to describing how the concept of stigma continues to be a pervasive influence in encounters between people with intellectual disability and others, the present study suggests that the management of this situation has passed into the control of care staff. An ethnographic study of young adults and community relationships suggests that the activities of staff are crucial in shaping the social profile of people with intellectual disability. The views of care staff about the taken-for-granted rights which characterize presence and participation in the community domain encourage them to adopt a semi-insulation approach to their work. Staff extend this approach by adopting information control strategies to conceal important information from students. The present author argues that there is a need for on-going research into staff activity in the community domain.

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“…It has been more common for researchers to assess transition experiences of young people with severe learning disabilities (see, for example, Todd et al, 1991;Wells, 1991;Griffiths, 1994;Ineichen & Rohde, 1994;Kraemer & Blacher, 2001) than for those with moderate learning disabilities. For young adults with severe learning disabilities the experience of leaving school and their transition to adult life is again likely to be a different experience from that of those with moderate learning disabilities.…”

Section: Vulnerable Youth Transitionsmentioning

confidence: 98%

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

Caton

Kagan

2007

Disability & Society

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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.

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Into Adulthood: The Vocational Situation of Young People With Severe Learning Difficulties

Cited by 10 publications

References 10 publications

Service use among school leavers with severe learning difficulties: the views of carers

Service use among school leavers with severe learning difficulties: the views of carers

Working in the public and private domains: staff management of community activities for and the identities of people with intellectual disability

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

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