Transition and social networks of young people with learning disabilities

Raghavan, Raghu; Pawson, Nicole

doi:10.1108/17530180200800027

Cited by 13 publications

(11 citation statements)

References 12 publications

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“…It has been suggested that this issue is particularly common among young people with an intellectual disability [1,34]. Our qualitative data included issues related to maintaining social contact and the ability to make friends after they had left school as well as the level of acceptance for the young person within their community.…”

Section: Individual Levelmentioning

confidence: 99%

Transition to adulthood for young people with intellectual disability: the experiences of their families

Leonard

Foley

Pikora

et al. 2016

Eur Child Adolesc Psychiatry

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Whilst the transition from school to adult roles can be challenging for any adolescent, for those with an intellectual disability it can present as a particularly difficult time both for the individual and their family. The process may involve coordinated planning, collaboration and decision-making among school staff, families and community agencies. This mixed-methods study utilised information from two cohorts: young people with Down syndrome in Western Australia (n = 190) and young people with intellectual disability (of any cause) in Queensland, Australia (n = 150). The parent-report questionnaires administered in both states comprised two parts: part 1 collected information about the individual with intellectual disability including information on health, functioning and service needs, and about specific transition related issues; and part 2 collected information about the health and well-being of their family. The majority (87 %) of parents said that they were involved in decision-making about transition planning but less than two-thirds (59.5 %) of young people were involved in this process. The three most helpful strategies indicated by parents that assisted with transition planning related to the provision of more information about financial assistance, the school transition program and the building of informal community-based supports. A number of themes emerged from the qualitative data which included parents' views and concerns about the capacity of their young adult to adapt and change to life in adulthood, their difficulty navigating services and programs, issues and challenges around their young person building connectedness, strain on family wellbeing and finances and worry about the longer term future.

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Section: Individual Levelmentioning

confidence: 99%

Transition to adulthood for young people with intellectual disability: the experiences of their families

Leonard

Foley

Pikora

et al. 2016

Eur Child Adolesc Psychiatry

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“…). Transition planning is often marked by low levels of inclusion of relevant stakeholders (Kaehne ), little choice for young people and their families (Raghavan & Pawson ; Kaehne ), and a predominance of pathways that suit services rather than users and carers (Wagner et al . ; Heslop & Abbott ).…”

Section: Introductionmentioning

confidence: 99%

“…Transition for young people with ID has received much attention from policy makers and researchers in the last two decades, but transition outcomes for this population remain poor (While et al 2004;Grant & Ramcharan 2007;Grigal et al 2011). Transition planning is often marked by low levels of inclusion of relevant stakeholders (Kaehne 2010), little choice for young people and their families (Raghavan & Pawson 2008;Kaehne 2009), and a predominance of pathways that suit services rather than users and carers (Wagner et al 2006;Heslop & Abbott 2007).…”

mentioning

confidence: 99%

Person‐centred reviews as a mechanism for planning the post‐school transition of young people with intellectual disability

Kaehne

Beyer²

2013

J intellect Disabil Res

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“…Transition is a multifaceted process that affects not only young people leaving school. Transitions occur throughout the life course of every person, with or without disabilities, and take various forms, ranging from biological and social change to change in vocational and educational context (Barry, 2001a; 2001b; Blacher, 2001; Catan, 2004; Cote, 2000; Jordan & Dunlap, 2001; Mittler, 2007; Pole, Pilcher, & Williams, 2005; Raghavan & Pawson, 2008; Shepperdson, 2000). For young people with intellectual disabilities, transition is defined in a narrow sense through the statutory framework set out in the Code of Practice (Department for Education and Skills, 2001) and the Education Act (Beyer, 2005).…”

Section: Introductionmentioning

confidence: 99%

Multiagency Protocols in Intellectual Disabilities Transition Partnerships: A Survey of Local Authorities in Wales

Kaehne

2010

Journal of Policy and Practice in Intellectual Disabilities

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The paper presents the findings of a study of transition protocols (for adolescents leaving school and entering the general marketplace) in place for intellectual disability partnerships in 22 local authorities in Wales. The study consisted of a survey of existing protocols and a documentary analysis of the content of the obtained protocols. The author outlines the relevant legal and policy context of school to marketplace transition in England and Wales, then reviews the results of the survey of all 22 Welsh local authorities, and presents the findings of a documentary content analysis. The results highlight the difficulties in formulating effective protocols for transition partnerships at the local authority level. Criteria applied in the documentary analysis have been, among others, person‐centered planning, involvement of young people and carers, accessibility of the protocol, and the inclusion of external agencies in transition planning. The analysis shows wide‐ranging discrepancies in the quality and content of transition protocols across Wales.

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Transition and social networks of young people with learning disabilities

Cited by 13 publications

References 12 publications

Transition to adulthood for young people with intellectual disability: the experiences of their families

Transition to adulthood for young people with intellectual disability: the experiences of their families

Person‐centred reviews as a mechanism for planning the post‐school transition of young people with intellectual disability

Multiagency Protocols in Intellectual Disabilities Transition Partnerships: A Survey of Local Authorities in Wales

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