Timetabling a transition with dignity: Perspectives of young adults with significant support needs

Sarah M. Hart, Mary F. Hill, Janet S. Gaffney

Research output: Contribution to journalArticlepeer-review

Abstract

Background: This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities. Method: To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and contextual intersections were critically analysed using the theoretical framework of the capability approach. The capability approach emphasises individuality and one's freedom of choice to construct a good life of dignity. Results: Timetables - schedules of daily activities - were examined using artefactual analysis to make sense of and explain important insights about transition through this pivotal support anchor. Yet, the utility of these artefacts, found to communicate personal capabilities, was underrecognised by those supporting transitions from school. Conclusion: This article reports fresh insights into supporting this critical life stage increasing the potential for a transition with dignity.

Original languageEnglish (US)
Pages (from-to)227-238
Number of pages12
JournalJournal of Intellectual and Developmental Disability
Volume46
Issue number3
DOIs
StatePublished - 2021
Externally publishedYes

Keywords

  • Transition
  • capability approach
  • schedules
  • timetables

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)
  • Psychology(all)

Fingerprint

Dive into the research topics of 'Timetabling a transition with dignity: Perspectives of young adults with significant support needs'. Together they form a unique fingerprint.

Cite this