Work

Advances and gaps in policy, practice, and research in transition for students with intellectual and developmental disabilities across four countries

Year: 2024

Type: article

Abstract: The difficulties faced by youth with intellectual and developmental disabilities (IDDs) and their families as they move into adulthood are widely documented. The aim of the paper is to explore the current situation in terms of transition processes and outcomes in four countries (the US, UK, Australia and Czech Republic) and identify commonalities and differences that help elucidate what might determine different outcomes. Two research methods—expert knowledge and rapid literature review—were combined to identify sources from which information on transition policy, processes, support practices and outcomes was extracted and synthesised. This review identified gaps in the research evidence including inadequate collection and use of data to drive policy and determine effectiveness, limited evidence‐based models or frameworks for successful transition. There was little transition research that included the voices of young people with IDD. More research is necessary to study the practices of highly successful programmes, and to explore the impact of transition programmes and disability support services on a broader range of outcomes, capturing the experiences of young people themselves and identifying factors that determine successful outcomes.

Source: Journal of Policy and Practice in Intellectual Disabilities

DOI: 10.1111/jppi.12524

Authors: Jan Šiška, Julie Beadle‐Brown, Renáta Tichá, Roger Stancliffe, Brian Abery, Šárka Káňová

Institutions: Charles University, University of West Bohemia in Pilsen, University of Kent, University of Minnesota

Language: English

Topic: Disability Education and Employment

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $2,970