scholarly journals Transition to independent living: Signs of self‐determination in the discussions of Mexican students with intellectual disability

2021 ◽  
Author(s):  
Ana Luisa Rubio‐Jimenez ◽  
Ruth Kershner
Keyword(s):  
Intellectual Disability ◽  
Independent Living ◽  
Self Determination ◽  
Mexican Students

scholarly journals Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting

2020 ◽  
Vol 9 (11) ◽  
pp. 200
Author(s):  
Ana Luisa Rubio-Jimenez ◽  
Ruth Kershner
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Discourse Analysis ◽  
Goal Setting ◽  
Education Programme ◽  
The Self ◽  
Self Determination ◽  
Mexican Students

Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little studied. This research involves Mexican students identified with ID who had accessed universities through the education programme: Building Bridges. The paper presents findings of a sociocultural discourse analysis of the conversations that arose when three students, a teacher and a facilitator discussed courses of action to achieve the students’ “Challenge of the Month” goals. We discuss how the student’s goal setting could be supported and hindered in these conversations. Potential constraints on students’ goal setting are noted when discussions of concrete courses of action are prioritized over discussions that would lead students to reflect more deeply on the motives behind their goals.

Understanding practitioners’ needs in supporting self-determination in people with intellectual disability.

2020 ◽  
Vol 51 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Cristina Mumbardó-Adam ◽  
Eva Vicente Sánchez ◽  
David Simó-Pinatella ◽  
Teresa Coma Roselló
Keyword(s):  
Intellectual Disability ◽  
Self Determination

Self-Determination Among Transition-Age Youth With Autism or Intellectual Disability: Parent Perspectives

2013 ◽  
Vol 38 (3) ◽  
pp. 129-138 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen Lynne Lane ◽  
Molly Cooney ◽  
Katherine Weir ◽  
Colleen K. Moss ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Self Determination ◽  
Parent Perspectives ◽  
Transition Age Youth ◽  
Transition Age

scholarly journals Community Living, Intellectual Disability and Extensive Support Needs: A Rights-Based Approach to Assessment and Intervention

2021 ◽  
Vol 18 (6) ◽  
pp. 3175
Author(s):  
Laura Esteban ◽  
Patricia Navas ◽  
Miguel Ángel Verdugo ◽  
Víctor B. Arias
Keyword(s):  
Intellectual Disability ◽  
Independent Living ◽  
Structural Equation ◽  
Equation Modeling ◽  
Community Living ◽  
Support Needs ◽  
Related Services ◽  
The Right To Privacy ◽  
The Right

People with intellectual disability (ID) and extensive support needs experience poorer quality of life than their peers whose disability is not as severe. Many of them live in residential settings that limit community participation and prevent them from exercising control over their lives. This work analyzes the extent to which professional practices are aimed at promoting the right to community living for people with ID and extensive support needs, as well as the rights that are particularly linked to it, such as the right to habilitation and rehabilitation and the right to privacy. A specific questionnaire was designed and administered to 729 adults with intellectual disability (M = 37.05; DT = 12.79) living in different settings (family home, residential facilities and group homes). Measurement and structural models were estimated using exploratory structural equation modeling. Results obtained reveal that people with extensive support needs receive less support in terms of guaranteeing their right to independent living and privacy, especially when they live in disability-related services. This study highlights the need to implement and monitor, using valid and reliable indicators, mesosystem strategies that guarantee the right to live and participate in the community, especially for individuals with ID and extensive support needs.

A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability

Autism ◽  
2021 ◽  
pp. 136236132110183
Author(s):  
Nicole L Matthews ◽  
Kyla Christenson ◽  
Sarah Kiefer ◽  
Christopher J Smith
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Statistical Analysis ◽  
Qualitative Analysis ◽  
Independent Living ◽  
Adaptive Functioning ◽  
Parent Report ◽  
Intellectual Ability ◽  
Standardized Assessments ◽  
Service Needs

This study examined adaptive functioning, strategies used to develop adaptive functioning skills, and areas where additional services could benefit autistic young adults without intellectual disability. Participants were 21 autistic young adults and at least one parent of each young adult. Quantitative analyses replicated previous reports of an adaptive functioning disadvantage relative to intellectual functioning such that adaptive functioning standard scores were significantly lower than intelligence quotient scores. Qualitative analysis utilized grounded theory methodology and yielded a conceptual model describing the nature and development of adaptive functioning in this demographic. Together, findings provide a more nuanced understanding of the gap between intellectual and adaptive functioning in autistic young adults without intellectual disability. Lay abstract Adaptive functioning describes the age-appropriate skills necessary for independent living. Research suggests that autistic children, adolescents, and adults who do not have an intellectual disability demonstrate adaptive functioning challenges relative to their intellectual ability. Thus, even though many of these individuals have the intellectual capacity to excel in mainstream educational and vocational settings, their adaptive functioning challenges may serve as an obstacle to independence. The research on adaptive functioning in autistic adults is focused on statistical analysis of standardized assessments (e.g. parent-report on multiple choice questionnaires). Qualitative research that examines the narratives of young adults and their parents is needed to better understand adaptive functioning in young adults and their resulting service needs. This study combined statistical analysis of standardized assessments with qualitative analysis of interview responses from autistic young adults without intellectual disability and their parents. Findings replicated previous reports of adaptive functioning challenges and identified influences on adaptive functioning development, consequences of independence, and service needs. Taken together, findings indicate the need for interventions and services that facilitate adaptive functioning development in autistic adolescents and young adults and provide insight into potential intervention targets and strategies.

Self‐determination and future goals in a sample of adults with intellectual disability

2019 ◽  
Vol 64 (1) ◽  
pp. 27-37 ◽  
Author(s):  
I. Di Maggio ◽  
K. A. Shogren ◽  
M. L. Wehmeyer ◽  
L. Nota
Keyword(s):  
Intellectual Disability ◽  
Self Determination ◽  
Future Goals

scholarly journals How to improve the transition process to independent living for adolescents with profound intellectual disabilities? Experiences from parents and employees.

2020 ◽  
Author(s):  
Eirik Roos ◽  
Erik Sondenaa
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Independent Living ◽  
Early Stage ◽  
Transition Process ◽  
Main Question ◽  
Burden Of Care ◽  
Subjective Burden ◽  
The Family ◽  
Family Home

Abstract BackgroundThe transition process from the family home to independent living for young adults with profound intellectual disability (PID) becomes delayed. Those families face challenges that exceed those of typical families such as higher objective and subjective burden, more frequent psychological distress and lower social support. The aim of this study was to explore the collaboration process between parents and employees and identify factors that improve the transition with less burden.MethodsA descriptive qualitative study was undertaken with 18 persons (9 parents and 9 employees) interviewed individually and in groups. In accordance with the municipality`s guidelines, families with profound intellectual disability (PID) child should apply for housing, when the child turns 16. The purpose is to ensure interdisciplinary collaboration, information flow and coordinated services according to family’s needs. The main question in the interviews was ‘What was your experience with cooperation in the transition process, and what would you do to improve this process?’ The interviews were analysed with a thematic approach using systematic text condensation.ResultsThe parents experienced a lack of general information about the ‘housing waiting list’, level of services, and the plan for time of moving from the family home, and how to choose where and whom to live with. Parents described that they had an unsustainable burden of care during the waiting period, and a family crisis caused the allocation of an apartment in a group house. Employees shared challenges to meet families’ wishes, as there were too few group homes. They experienced good collaboration with families and said they offered respite care, due to reduce parents’ burden of care. Employees experienced that PID children developed skills, mastery and degrees of independence after completing a residency at the Folk High School.ConclusionsTo improve the transition process from family home to independent living for young adults with PID, the informants highlighted some factors to reduce the burden of care to families: 1) Systematic follow-up program for families to observe their needs at an early stage 2) More available group houses 3) Information about the housing-priorities of the services and 4) Educational preparing programs to families.

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