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计划一个有尊严的过渡:年轻成年人有显著的支持需求的前景

Sarah M Hart¹, Mary F Hill², Janet S Gaffney³

¹Department of Education, College of Education, Nursing, and Health Professions, University of Hartford, West Hartford, CT, USA.

Journal of intellectual & developmental disability

|January 17, 2025

概括

智力障碍的年轻人经历了不同的学校过渡. 他们的日常安排或时间表揭示了支持提供者经常忽视的个人能力,突出了更好的过渡支持的需要.

科学领域:

关于残疾人的研究.
社会学社会学社会学
教育教育教育教育教育教育.

背景情况:

在新西兰奥特亚罗亚研究了具有显著智力和发育障碍的年轻成年人从学校到成年生活的过渡.
专注于理解这个人口统计学在关键生命阶段通常听不到的观点.

研究的目的:

探索智力和发育障碍的年轻成年人在离开学校期间的经历.
分析个人和环境因素影响他们的能力,以建立一个有尊严的生活,使用能力方法.

主要方法:

采用了适应个人沟通偏好的定性方法,以捕捉独特的视角.
利用"时间表" (日常活动时间表) 的原始事实分析来理解过渡经验.
应用了能力方法框架来批判性地分析研究结果,强调个性和选择自由.

主要成果:

时间表是关键的文物,在过渡期间传达个人能力.
这些时间表在表达个人能力方面的实用性被支持人员所低估.
发现了了解日常安排如何能够为成功的过渡提供信息和支持的差距.

结论:

提供了关于支持智力和发育障碍的年轻成年人从学校过渡的新见解.
突出了个人文物如时间表在支持有尊严的过渡中未得到充分利用.
强调需要识别和利用个人能力,通过日常结构传达信息,以提高过渡结果.

关键词:

过渡过渡过渡过渡能力方法是一种能力方法.时间表,时间表.时间表,时间表.

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