Changes and challenges in the transition to adulthood: views and experiences of young people with learning disabilities and their families

Abstract

The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood.

Keywords:

• Transition to adult life
• intellectual disabilities
• case study
• social inclusion

Acknowledgements

We are immensely grateful to the youngsters and their families that participate with us in this research.

Notes

1. Although Spanish legislation reinforces social and educational inclusion (LISMI 1982 on the Social Integration of people with disabilities and Act 1/2013 on the Rights and Social Inclusion of people with disabilities), there is no legal framework that clarifies and distributes responsibilities among the different agents involved in the transition process of young people with intellectual disabilities (Pallisera, Vilà, and Fullana 2014). Pallisera (2011) provides a detailed analysis of relationships and discrepancies between school and post-school alternatives in Spain. The main characteristics of the Spanish educational system as a scenario of the transition process are described in Pallisera, Vilà, and Fullana (2012).

2. See Pallisera et al. (2013) and Pallisera, Vilà and Fullana (2014).

3. In Spain, the secondary stage begins at 12 and ends at 16.

4. Henceforth, the acronyms in Table 2 will be used to refer to the instruments: I for Individual Interview, FG for Focus Group. The case referred to and source of information are given for each quotation (Y for young person or F for family).