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

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.

KEYWORDS:

• Transition
• timetables
• schedules
• capability approach

Disclosure statement

No potential conflict of interest was reported by the author(s).