Leaving Special School: The next step and future aspirations

Mitchell, Wendy

doi:10.1080/09687599925876

Cited by 24 publications

(21 citation statements)

References 16 publications

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“…In general, the available evidence suggests that this school to work–life transition period is often a stressful and uncertain time for family members of a person with an intellectual disability (e.g., Beresford, 2004; Chambers, Hughes, & Carter, 2004; Hudson, 2006; Kraemer & Blacher, 2001; Mitchell, 1999; Ward, Mallett, Heslop, & Simons, 2003; Whitney‐Thomas & Hanley‐Maxwell, 1996). Several studies have found parents often fear for their child's future once they leave special education in light of uncertainty about postschool outcomes, including employment prospects and living arrangements in adulthood (Cooney, 2002; McGill, Tennyson, & Cooper, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have found parents often fear for their child's future once they leave special education in light of uncertainty about postschool outcomes, including employment prospects and living arrangements in adulthood (Cooney, 2002; McGill, Tennyson, & Cooper, 2005). Parents also had strong concerns about losing services when their child turned 18, the age of the termination of school services in Ireland (Hanley‐Maxwell, Whitney‐Thomas, & Pogoloff, 1995; Kraemer & Blacher, 2001; Mitchell, 1999), and uncertainty and fear regarding what would happen after they were no longer able to provide for their son or daughter (Timmons et al., 2004). Other studies have reported parental perceptions of the young adult as “vulnerable” and still in need of their protection (Hudson, 2006; Mellon et al., 1993; Zetlin & Turner, 1985).…”

Section: Introductionmentioning

confidence: 99%

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

Gillan¹,

Coughlan

2010

Journal of Policy and Practice in Intellectual Disabilities

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The authors conducted a study to address gaps in the literature regarding parents' experiences of the transition of their child from special education to postschool mainstream services. Specifically, this study sought to explore the nature, factors, and psychological impact of their child's transition to post‐school services. To achieve these aims, a qualitative, grounded theory approach was employed in which semi‐structured interviews were conducted with a small sample of parents of children with mild intellectual disability living in the southern region of Ireland. The results indicated that the transition process was generally experienced as stressful, uncertain, and problematic, particularly in terms of the bureaucratic aspects. The experiential shift from school to vocational training and employment emerged as the most salient in parents' perceptions. Parents also identified a range of factors that served as barriers and supports of the transition process, in which the role of the parent emerged as a key facilitative factor. The findings suggest that considerable gaps remain between policy and service provision in Ireland regarding transition planning and postschool services for young adults with intellectual disabilities and their families, often posing barriers to successful transitions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Gillan¹,

Coughlan

2010

Journal of Policy and Practice in Intellectual Disabilities

View full text Add to dashboard Cite

show abstract

“…Mitchell observed that ‘past youth transition models may not always be the most appropriate means to explore disabled young people's transition towards adulthood' (Mitchell 1999, p. 755). In part, they did not sufficiently identify complex processes undertaken in the context of a disabling society (Hirst & Baldwin 1994; Thomson & Ward 1994).…”

Section: Discussionmentioning

confidence: 99%

‘Choice Biography’ and the importance of the social¹

Small

Pawson

Raghavan

2003

Brit J Learn Disabil

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Recent European Union and Economic and Social Research Council funded research has scrutinized the concept of choice and future orientation in those undergoing transitions into adulthood. The focus of interest has been on the interplay of social structure and individual agency. We draw on initial ®ndings from a Department of Health funded study to critique these new ways of thinking. In what ways do people with learning disabilities manifest the same attitudes to choice and risk evident in recent studies of young people? Do they demonstrate similar models of adaptation to the future? We will explore, via three case study examples, the tension between individual agency and family attitudes to future possibilities. We will argue that advances in the sociology of youth are in danger of assuming that the individualized choice biography' is the predominant model of transition. This does not re¯ect the importance of social networks and family relationships in young people with learning disability. For them, risk-management and the pursuit of well-being are pursued in the social domain.

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“…Transition to adulthood has been conceptualized as an institutional move, e.g., from school to work (Coles, 1995) though this will not be the case for many students with severe and profound and multiple learning difficulties in schools extending to age 19. Nevertheless, this process of transition is increasingly aligned with the development of a sense of control and responsibility for one's life and learning (Mitchell, 1999) as discussed earlier in this article. To illustrate this different conceptualization, there were strong calls from the participants in our study for changes in teaching style to a more facilitative approach, associated with more vocational learning, at an earlier point in schooling to give students more time to develop autonomy and choice.…”

Section: Continuity and Changementioning

confidence: 92%

Work‐related learning for students with significant learning difficulties: relevance and reality

Waite

Lawson

Robertson

2006

Cambridge Journal of Education

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The 14-19 proposals brought work-related learning to the forefront of educational policy. We look at how the tenets, which underpin them, can be interpreted and applied for students with significant learning difficulties. We examine the nature of vocational or work-related learning for students with severe and or profound and multiple learning difficulties as currently reported by schools in England. Its relevance for this group of learners is discussed in the light of the proposals and we consider the reality of current practice in relation to the slippery concept of vocational learning. Finally, we reflect on important recent policy commitments relevant to our research, but published after its completion, outlined in the White Paper 14-19 education and skills. We note and welcome its explicit consideration of the needs of students with significant learning difficulties. At the same time we remain concerned and perturbed about its affirmation of educational aims that are narrowly conceived in relation to an economic imperative.

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Leaving Special School: The next step and future aspirations

Cited by 24 publications

References 16 publications

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

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

‘Choice Biography’ and the importance of the social¹

Work‐related learning for students with significant learning difficulties: relevance and reality

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Leaving Special School: The next step and future aspirations

Cited by 24 publications

References 16 publications

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

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

‘Choice Biography’ and the importance of the social1

Work‐related learning for students with significant learning difficulties: relevance and reality

Contact Info

Product

Resources

About

‘Choice Biography’ and the importance of the social¹