A Longitudinal Study of Post-School Provision for Irish School-Leavers with Intellectual Disability

Autor/inn/en	McConkey, Roy; Kelly, Fionnola; Craig, Sarah; Keogh, Fiona
Titel	A Longitudinal Study of Post-School Provision for Irish School-Leavers with Intellectual Disability
Quelle	In: British Journal of Learning Disabilities, 45 (2017) 3, S.166-171 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McConkey, Roy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12190
Schlagwörter	Longitudinal Studies; Dropouts; Intellectual Disability; Foreign Countries; Late Adolescents; Transitional Programs; Adults; Community Based Instruction (Disabilities); Social Services; Young Adults; Ireland + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Intellect; Disability; Disabilities; Verstand; Behinderung; Ausland; Halbstarker; Social service; Soziale Dienstleistung; Soziale Dienste; Young adult; Junger Erwachsener; Irland
Abstract	Background: In recent years, efforts have been made to improve the transition of pupils with intellectual disabilities to adult services and to offer a wider range of choices. However, there have been few longitudinal studies to monitor the services provided to young adults post-school. This case study in the Republic of Ireland identified the services provided 5 and 10 years after pupils had left school. Method: Using records from the National Intellectual Disability Database (NIDD), a cohort of 3,206 young people aged 14 to 21 years in 2004 were followed up in 2009 and again in 2014. The pathways to different types of services were identified. Results: Upwards of 50% of school leavers were no longer in receipt of services 10 years later. Most had mild intellectual disabilities. Of those who were still involved with services, after 5 years most attended either training centres or care centres with small proportions in sheltered workshops or employment schemes. By 2014, most students leaving training centres had transferred to care centres; including those with mild disabilities. There had been little increase in the numbers receiving other types of day support. Conclusions: Care centres remain the most common form of day services provided to school leavers in the Republic of Ireland. The economic recession may have contributed to this. Recent government policies aim to promote more innovative day supports with a focus on employment but further cohort studies should monitor the success of these initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01