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

Abstract

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.

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

“…Research has shown that effective transition planning must include efforts to make students feel heard and valued in planning meetings [33,46]. Suggested strategies include allowing peer advocates, friends and/or mentors as active participants [33] and ensuring student involvement occurs at an early stage [42,47]. Additionally, in order to uphold the UN Convention on the Rights for Persons with Disabilities, all transition related planning materials should be provided in an accessible manner for individuals with intellectual disability [48].…”

A family systems perspective on supporting self‐determination in young adults with intellectual and developmental disabilities

“…As families navigate this transition, adult siblings may assume greater caregiving and supervising responsibilities of their brother or sister with IDD (Hall & Rossetti, 2017). Amidst changing caregiver roles, families may also feel challenged by discontinuity in services and barriers to education, employment and community living and participation (Gillan & Coughlan, 2010;Leonard et al, 2016). The balance between independence and protection may be especially difficult to achieve as emerging adults with IDD explore environments beyond the structure of school and the safety of home (Almack et al, 2009).…”

Out of School and Into Distress: Families of Young Adults with Intellectual and Developmental Disabilities in Transition

“…; Davies & Beamish ; Neece et al . ; Power ; Gillan & Coughlan ). The transition period out of the educational system is no exception, as parents lose indirect respite and educational services (Power ), and face significant life adjustments (Davies & Beamish ).…”

“…() reported the feelings of fulfilment, pride and personal growth that parents with chronic demands experienced. Successful transitions that increase the youth's confidence and enjoyment can be rewarding for parents (Gillan & Coughlan ). While strategies to facilitate successful transitions can be implemented (McDonnell & Hardman ), overwhelmingly, this transition is viewed as difficult and stressful (Baxter et al .…”