How Far Can Social Role Valorisation Theory Help in Transition Planning for a School-Leaver with Significant Special Needs?

Autor/inn/en	Connaughton, Helen; Cline, Tony
Titel	How Far Can Social Role Valorisation Theory Help in Transition Planning for a School-Leaver with Significant Special Needs?
Quelle	In: British Journal of Learning Disabilities, 49 (2021) 1, S.80-86 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Connaughton, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12310
Schlagwörter	Transitional Programs; Planning; Moderate Intellectual Disability; Students with Disabilities; Best Practices; Student Needs; Social Theories; Program Effectiveness; Late Adolescents; Skill Development; Social Influences; Interpersonal Relationship; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gesellschaftstheorie; Halbstarker; Kompetenzentwicklung; Qualifikationsentwicklung; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Irland
Abstract	Background: Research suggests that, in spite of legislation, the process of transition from school is problematic for most young people with disabilities. Best practices in transition emphasise the importance of providing personalised transition supports. This study, which took place in Ireland, aimed to explore the application of social role valorisation (SRV) theory to the transition process for one school leaver with a moderate Intellectual Disability. Materials and Methods: A single case research design was used. Data was collected over a period of nine months through interviews, observations and document analysis. Thematic analysis based on SRV principles and themes was conducted to analyse the data. Results: This research found that, while the participant experienced many of 'the good things of life' by the end of the project, she had fewer relationships and a more limited social life than would be typical for an 18 year old. In addition, she was restricted in her post-school choices in spite of her enhanced image, competencies and valued social roles. Conclusions: This study suggests that, while SRV theory is useful in guiding the transition process, it may need to be adapted in order to reconcile with more contemporary movements in the field of disability, such as the Social Model of Disability and Inclusion, if it is to become a guiding theory in the delivery of personalised supports during the period of transition from school to adult life. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01