Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country.
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| Title: | Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country. |
|---|---|
| Authors: | Yurrebaso Atutxa, Garazi, Martínez‐Rueda, Natxo, Galarreta Lasa, Javier |
| Source: | British Journal of Learning Disabilities. Mar2021, Vol. 49 Issue 1, p72-79. 8p. 1 Chart. |
| Subjects: | Evaluation of human services programs, Research, School health services, Basques, Focus groups, Transitional care, Interviewing, Benchmarking (Management), Medical protocols, Questionnaires, Intellectual disabilities |
| Geographic Terms: | Spain |
| Abstract: | Accessible summary: The literature has identified practices that should be implemented by transitional educational programmes.We asked professionals in schools and visited three schools to identify if these best practices are being applied.Although these best practices are being realised partially, there are differences between the opinions of professionals and the practices of centres.The main differences are related to individualised planning, participation of families, and coordination between centres. Background: Although studies have long identified the practices that must be included in transition programmes to improve the outcomes for young people with intellectual disabilities when becoming adults, less information is available regarding the degree to which those best practices are being developed and/or implemented. Materials and methods: This exploratory research assesses the implementation level of those best practices in a school programme to facilitate the transition to adult life in the Basque Country, Spain. The opinions of professionals were asked through an ad hoc questionnaire, and a case study of three schools was conducted through observation, documentation analysis, interviews and focus groups. Results and discussion: The professionals were found to have a positive opinion of the implementation degree of the best practices, except for the inclusion dimension. Although analysing the cases partially confirmed this opinion, contradictions emerge as these best practices cannot always be identified in the running of schools. The dimensions with major discrepancy are related to the individualised transition planning, family involvement and interagency collaboration. Conclusion: Despite having identified best practices in all dimensions, delving deep into the professionals' understanding concerning best practices is crucial. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Learning Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 148429791 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yurrebaso+Atutxa%2C+Garazi%22">Yurrebaso Atutxa, Garazi</searchLink><br /><searchLink fieldCode="AR" term="%22Martínez‐Rueda%2C+Natxo%22">Martínez‐Rueda, Natxo</searchLink><br /><searchLink fieldCode="AR" term="%22Galarreta+Lasa%2C+Javier%22">Galarreta Lasa, Javier</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Learning+Disabilities%22">British Journal of Learning Disabilities</searchLink>. Mar2021, Vol. 49 Issue 1, p72-79. 8p. 1 Chart. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22School+health+services%22">School health services</searchLink><br /><searchLink fieldCode="DE" term="%22Basques%22">Basques</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+care%22">Transitional care</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking+%28Management%29%22">Benchmarking (Management)</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+protocols%22">Medical protocols</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Accessible summary: The literature has identified practices that should be implemented by transitional educational programmes.We asked professionals in schools and visited three schools to identify if these best practices are being applied.Although these best practices are being realised partially, there are differences between the opinions of professionals and the practices of centres.The main differences are related to individualised planning, participation of families, and coordination between centres. Background: Although studies have long identified the practices that must be included in transition programmes to improve the outcomes for young people with intellectual disabilities when becoming adults, less information is available regarding the degree to which those best practices are being developed and/or implemented. Materials and methods: This exploratory research assesses the implementation level of those best practices in a school programme to facilitate the transition to adult life in the Basque Country, Spain. The opinions of professionals were asked through an ad hoc questionnaire, and a case study of three schools was conducted through observation, documentation analysis, interviews and focus groups. Results and discussion: The professionals were found to have a positive opinion of the implementation degree of the best practices, except for the inclusion dimension. Although analysing the cases partially confirmed this opinion, contradictions emerge as these best practices cannot always be identified in the running of schools. The dimensions with major discrepancy are related to the individualised transition planning, family involvement and interagency collaboration. Conclusion: Despite having identified best practices in all dimensions, delving deep into the professionals' understanding concerning best practices is crucial. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Learning Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bld.12330 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 72 Subjects: – SubjectFull: Evaluation of human services programs Type: general – SubjectFull: Research Type: general – SubjectFull: School health services Type: general – SubjectFull: Basques Type: general – SubjectFull: Focus groups Type: general – SubjectFull: Transitional care Type: general – SubjectFull: Interviewing Type: general – SubjectFull: Benchmarking (Management) Type: general – SubjectFull: Medical protocols Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Intellectual disabilities Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yurrebaso Atutxa, Garazi – PersonEntity: Name: NameFull: Martínez‐Rueda, Natxo – PersonEntity: Name: NameFull: Galarreta Lasa, Javier IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 13544187 Numbering: – Type: volume Value: 49 – Type: issue Value: 1 Titles: – TitleFull: British Journal of Learning Disabilities Type: main |
| ResultId | 1 |
