Transitions from school for young adults with intellectual disability: Parental perspectives on “life as an adjustment”

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Title Transitions from school for young adults with intellectual disability: Parental perspectives on “life as an adjustment”
Author Davies, Michael Drummond; Beamish, Wendi
Journal Name Journal of Intellectual & Developmental Disability
Year Published 2009
Place of publication London
Publisher Taylor and Francis
Abstract Background : Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method : A mailed survey gathered statewide data from parents (n = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disabilities disability and high support needs. Results : Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families. Conclusions : Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/13668250903103676
Copyright Statement Copyright 2009 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.
Volume 34
Issue Number 3
Edition 2009
Page from 248
Page to 257
ISSN 1469-9532
Date Accessioned 2009-08-05
Date Available 2010-01-29T06:20:40Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Special Education and Disability
URI http://hdl.handle.net/10072/28610
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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