Transition stories: Voices of school leavers with intellectual disabilities

Abstract

This paper focuses on the transition stories of young people with intellectual disabilities. People with intellectual disabilities have the lowest participation rates in further education training and employment. A model of supported transition places the young person at the centre of the process. Young people with intellectual disabilities have the same dreams and aspirations for their lives as everybody else. This paper found that the model of supported transition aligns with proposed national polices in the Republic of Ireland. Abstract: Background: The principal destinations for school leavers with intellectual disabilities from special schools in Ireland are further education (FE) through providers such as the National Learning Network or training and employment (TE) within adult day services and rehabilitation centres. In 2015, a number of inherent barriers to participation in FE/TE for young people with intellectual disabilities were identified. These were found to be linked to attitudes, stigma and low expectations of their capabilities. This resulted in the development of a supported transition model WALK PEER (Providing Equal Employment Routes). Methods: This study explored the experiences of school leavers with intellectual disabilities who were engaging with the WALK PEER model. Data were collected from a purposive sample of 31 students with intellectual disabilities from two special schools: Group 1 (Pre-transition) students in the penultimate year of formal education, Group 2 (Transitioning) students in the final year of formal education and Group 3 (Post-transition) had left school two years previously. Findings: Engaging in the supported transition programme provided young people with access to information, options, confidence and some of the hard and soft skills required for successful transition into education and employment contexts. Conclusions: The findings demonstrate a strong correlation between support programmes, transition planning and positive transitions, which is critical if young people with intellectual disabilities are to realise their goals. The research proposes a new model of “Supported Transition” that has clear implications for the development of a national transition policy as directed by the Comprehensive Employment Strategy.