Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country
Abstract:Accessible summary
The literature has identified practices that should be implemented by transitional educational programmes.
We asked professionals in schools and visited three schools to identify if these best practices are being applied.
Although these best practices are being realised partially, there are differences between the opinions of professionals and the practices of centres.
The main differences are related to individualised planning, participation of families, and coordination between centres.
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