Scoping review of social participation of individuals with profound intellectual disability in adulthood: What can I do once I finish school?

Gauthier-Boudreault, Camille; Beaudoin, Audrée Jeanne; Gallagher, Frances; Couture, Mélanie

doi:10.3109/13668250.2017.1310810

Cited by 17 publications

(18 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants also indicated that siblings were key players in reinforcing natural consequences and encouraging parents to reduce their involvement and give young adults more room for error and accomplishment. Although some research documents the importance of parents permitting natural consequences to occur (van Ingen et al, 2008), our findings indicate that parents need emotional support and strategies to 'let go' and allow their young adults to experience risk and failure, despite the frustration and anxiety parents often experience during this stage of life (Gauthier-Boudreault et al, 2017).…”

Section: Discussionmentioning

confidence: 56%

“…Although some research documents the importance of parents permitting natural consequences to occur (van Ingen et al, 2008), our findings indicate that parents need emotional support and strategies to 'let go' and allow their young adults to experience risk and failure, despite the frustration and anxiety parents often experience during this stage of life (Gauthier-Boudreault et al, 2017). Participants also indicated that siblings were key players in reinforcing natural consequences and encouraging parents to reduce their involvement and give young adults more room for error and accomplishment.…”

Section: Discussionmentioning

confidence: 61%

“…Third, this information may have the potential to inform transition practices at both the secondary school and college level. Fourth, there is a gap in the literature on the perspectives of families of young adults with disabilities (Gauthier-Boudreault et al, 2017). As a result, the purpose of this study was to report the perspectives of parents of young adults with disabilities as they supported their young adults in transitioning from secondary school and college.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

Francis¹,

Stride²,

Reed³

2018

British J Special Edu

View full text Add to dashboard Cite

Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of available services. While researchers have investigated transition strategies, there remains uncertainty in the field regarding the effectiveness of strategies used in high school and college. This study investigated the perspectives of parents of young adults with intellectual and developmental disabilities as they supported their young adults in transitioning from high school and college. This study reports findings from semi-structured interviews conducted with 26 parents of young adults with intellectual and developmental disabilities who graduated from a post-secondary education programme in the US. Participants described seven primary strategies: starting earlier; maintaining high expectations; permitting choice and risk; recognising family interdependence and involvement; prioritising parent skill development and support; maximising technology; and promoting inclusion. Study findings provide numerous practical strategies that participants employed or believed to be beneficial during transition. Implications for practice and research are discussed.

show abstract

Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 61%

mentioning

confidence: 99%

See 1 more Smart Citation

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

Francis¹,

Stride²,

Reed³

2018

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Jacobs and MacMahon () found that the views of siblings illustrated this tension between difference and normality, of being both a different family, and being just like any other. It seems as if the experience of “difference” is more prominent in this context compared to the literature on those with mild or moderate intellectual disability, pointing to the need for research to differentiate within the spectrum of intellectual disability (Foley et al., ; Gauthier‐Boudreault, Beaudoin, et al., ).…”

Section: Discussionmentioning

confidence: 98%

“…Studies that examine transitions and involve the person with intellectual disability mostly include participants with mild‐to‐moderate intellectual disability (Daviso, Denney, Baer, & Flexer, ; Foley et al., ; Mitchell, ), or do not differentiate in their findings between degrees of disability (Pilnick, Clegg, Murphy, & Almack, ; Ward, Mallett, Heslop, & Simons, ). However, lives and pathways of those with severe or profound intellectual disability may differ due to higher support needs, dependency on others across the life course and difficulties in accessing further education or achieving employment (Foley et al., ; Gauthier‐Boudreault, Beaudoin, Gallagher, & Couture, ; Hogg, ).…”

Section: Introductionmentioning

confidence: 99%

Transition from school to adult services for young people with severe or profound intellectual disability: A systematic review utilizing framework synthesis

Jacobs

Macmahon

Quayle

2018

Research Intellect Disabil

View full text Add to dashboard Cite

show abstract

What’s Good About Inclusion? An Ethical Analysis of the Ideal of Social Inclusion for People with Profound Intellectual and Multiple Disabilities

van der Weele,

Bredewold

2023

Health Care Anal

View full text Add to dashboard Cite

Abstract‘Social inclusion’ is the leading ideal in services and care for people with intellectual disabilities in most countries in the Global North. ‘Social inclusion’ can refer simply to full equal rights, but more often it is taken to mean something like ‘community participation’. This narrow version of social inclusion has become so ingrained that it virtually goes unchallenged. The presumption appears to be that there is a clear moral consensus that this narrow understanding of social inclusion is good. However, that moral consensus is not clear in the case of people with profound intellectual and/or multiple disabilities (PIMD), who are not able to express their needs and preferences verbally. Moreover, social inclusion has proven to be difficult to conceptualize and implement for people with PIMD. Therefore, it becomes imperative to ask about the ethical rationale of the narrow understanding of social inclusion. For what reasons do we think social inclusion is good? And do those reasons also apply for people with PIMD? This article addresses these questions by providing an ethical analysis of the ideal of social inclusion for people with PIMD. It discusses four ethical arguments for social inclusion and probes their relevance for people with PIMD. The article argues that none of these arguments fully convince of the value of the narrow understanding of social inclusion for people with PIMD. It ends with advocating for an ethical space for imagining a good life for people with PIMD otherwise.

show abstract

Scoping review of social participation of individuals with profound intellectual disability in adulthood: What can I do once I finish school?

Cited by 17 publications

References 56 publications

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

Transition strategies and recommendations: perspectives of parents of young adults with disabilities

Transition from school to adult services for young people with severe or profound intellectual disability: A systematic review utilizing framework synthesis

What’s Good About Inclusion? An Ethical Analysis of the Ideal of Social Inclusion for People with Profound Intellectual and Multiple Disabilities

Contact Info

Product

Resources

About