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Perspectives of stakeholders on youth with intellectual disabilities transitioning to adulthood
Citation
Goh, A., Wong, M. E., & Tan, C. (2020). Perspectives of stakeholders on youth with intellectual disabilities transitioning to adulthood (Report No. OER 14/15 GEP). National Institute of Education (Singapore), Office of Education Research. https://doi.org/10.32658/10497/22665
Abstract
Transition is difficult for everyone, but it is particularly challenging for youth with disabilities and their families. When these youth transition out of school to post school environments, they will move from a structured environment with clear daily routines, with school personnel who are tasked to teach and support them, to environments where ongoing support and services are not readily available. Some of these youth with disabilities enter work environments that can be impersonal and most of them are unprepared for the level of independence that is required of them (Sitlington, Frank, & Carson, 1992). Many of them will find difficulty forming social networks as an adult and feel isolated in the community (Amado, Stancliffe, McCarron, & McCallion, 2013). Many youth with disabilities leave school with no employment in the near future (Nord, Luecking, Mank, Kiernan, & Wray, 2013) and to further complicate matters, there may be limited places at alternative day activity centres for them (Enabling Masterplan, 2012). These group of youth with disabilities may be inactive, socially isolated, and will continue to rely on family for any social and community interaction (Lichtenstein & Michaelides, 1993; Ow & Lang, 2000).
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Project
OER 14/15 GEP
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore