Transition of adolescents with intellectual disability from schools for learners with special educational needs: Parents views for the preparedness

Abstract

Societies expect that successful completion of school among adolescents without disabilities would lead either to further education or employment because of availability of public and private opportunities for further studies, vocational training and employment (Henninger & Taylor, 2014; Pandey & Agrawal, 2013). These criteria, however, elude adolescents with intellectual disabilities (IDs) depending on the level of disability (Malapela, Mfidi, & Sibanda, 2017). Global estimate for disability is on the rise due to population ageing, increasing chronic diseases prevalence and improvements in the methodologies used to measure disability (WHO, 2011). Globally, about 1 billion people are disabled of which 80% live in developing countries. These people are impoverished, live in abject poverty and have experienced powerlessness, social exclusion, marginalization and denial of amenities and privileges (Chappell, 2011;

A call to give a voice to people with intellectual disabilities in Africa through inclusive research

“…In other studies, issues concerning people with ID are explored by eliciting perspectives of family members or service providers of people with ID (e.g. Kahonde 2022 ; Malapela, Thupayagale-Tshweneagae & Mashalla 2020 ). There is also a sizeable number of publications focusing on professional practice, service delivery and policy (e.g.…”

Enablers to enhance school-based adolescents with intellectual disabilities’ learning: A narrative approach

“…Individuals with intellectual disabilities face stigma, even in school settings ( Pelleboer et al, 2021 ). Moreover, many policies meant to assist school-going adolescents with intellectual disabilities have not shown any improvements in promoting this group’s learning ( Malapela et al, 2020 ). Teachers at some schools where adolescents with intellectual disabilities are enrolled also face many challenges, including environmental difficulties, and the complex psychological and social functioning of school-going adolescents with intellectual disabilities ( Chou et al, 2011 ).…”

“…Individuals and the environment can therefore play a role in promoting the optimal functioning of those with different abilities ( Cvijetic et al, 2021 ). However, individuals’ diversity is often not supported in terms of the provision of well-equipped settings and trained teachers for special and mainstream schools in developing countries such as South Africa ( Malapela et al, 2020 ).…”

Transitions in lives of people with intellectual disability

“…The focus of the existing literature on school‐linked transitions is primarily on: (i) transition assessment and planning for (and with) students with intellectual disability (Carter et al, 2014; Johnson et al, 2020; Wilczenski et al, 2017); (ii) evidence‐based (or research‐based) practices supporting students in their transition to post‐school life (Kyzar et al, 2016; Rowe et al, 2021); (iii) impact of self‐determination skills' development on successful transition to post‐school life (Shogren et al, 2018); and (iv) transitions as experienced by students/young people with severe intellectual disability (Carter et al, 2014; Jacobs et al, 2020; Johnson et al). School‐linked transitions are most frequently explored from parents' (Ellman et al, 2020; Malapela et al, 2020), teachers' (Cumming et al, 2020), school psychologists' (Talapatra et al, 2019), and other professionals' (Pallisera et al, 2014) perspectives, while studies presenting the voice of students with intellectual disability are quite limited.…”

“…Most of the transition literature is from Global North countries (Australia, UK, USA), with some publications reporting on research from other countries, such as Botswana (Malapela et al, 2020) and South Africa (Ellman et al, 2020), or research with ethnic minorities in Global North countries (e.g., Chinese and Vietnamese parents in the USA ‐ Lo & Bui, 2020). More research is needed from countries outside Global North in order to better understand diverse transitions experienced by people with intellectual disability in culturally, ethnically, geographically, and historically diverse contexts.…”