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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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