Transition from Special School to Post-School Life in Youths with Severe Intellectual Disability: Parents' Experiences

Autor/inn/en	Ellman, Emalda; Sonday, Amshuda; Buchanan, Helen
Titel	Transition from Special School to Post-School Life in Youths with Severe Intellectual Disability: Parents' Experiences
Quelle	In: South African Journal of Education, 40 (2020), Artikel 1444 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ellman, Emalda) ORCID (Sonday, Amshuda) ORCID (Buchanan, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Special Schools; Adjustment (to Environment); Individualized Transition Plans; Students with Disabilities; Severe Disabilities; Intellectual Disability; Young Adults; Late Adolescents; Parent Attitudes; Coping; Occupational Therapy; School Role; Municipalities; Context Effect; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Intellect; Verstand; Young adult; Junger Erwachsener; Halbstarker; Elternverhalten; Bewältigung; Beschäftigungstherapie; Magistrat; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Transitions are important landmarks in the educational career of youths, as successful transitions prepare them for adult life. When youths with disabilities leave school, the transition to post-school life is accompanied by several challenges. To our knowledge, there is currently limited information about how parents of youths with severe intellectual disabilities in South Africa experience this transition process. The study reported on here aimed to describe parents' experiences of the transition of their child with severe intellectual disability from special school to post-school in a small town in the Western Cape, South Africa. A qualitative descriptive study using in-depth semi-structured interviews was conducted with 5 parents of youths with severe intellectual disability. Inductive analysis of the transcripts yielded 2 themes: "It really hit us hard", and "adjustment to post-transition life." The findings indicate that the meanings that parents attribute to their experience of transition are influenced by their personal responses and coping strategies within the context in which they find themselves during the transition period. Occupational therapists can assist in providing smoother transitions for youths with disabilities. Recommendations include addressing transition services on policy level. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01