The Importance of Centers for Independent Living Supporting Youth with Disabilities: A Critical Contribution to Maximize Transition Service Delivery

Autor/inn/en	Plotner, Anthony J.; Walters, Charles B.
Titel	The Importance of Centers for Independent Living Supporting Youth with Disabilities: A Critical Contribution to Maximize Transition Service Delivery
Quelle	In: Career Development and Transition for Exceptional Individuals, 46 (2023) 2, S.94-103 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walters, Charles B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221116310
Schlagwörter	Disabilities; Youth; Independent Living; Special Schools; Transitional Programs; Services; Social Support Groups; Administrators; Professional Personnel; Special Education; Agency Cooperation; Attitudes; Empowerment; Individualized Transition Plans; Objectives; Peer Relationship + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Jugend; Jugendlicher; Jugendalter; Selbstverantwortung; Special school; Sonderschule; Dienstleistung; Social support; Soziale Unterstützung; Personalbestand; Special needs education; Sonderpädagogik; Sonderschulwesen; Attitude; Einstellung; Verhalten; Goal definition; Zielsetzung; Peer-Beziehungen
Abstract	An integral element of maximizing positive postschool outcomes for youth with disabilities is interagency collaboration. Centers for Independent Living (CILs) can be critical service providers for youth and young adults with disabilities. This study explored CIL professionals' contributions in supporting transition-age youth. Furthermore, the study examined these professionals' perspectives of why CIL involvement is vital in transition service delivery. Eight dyads consisting of a CIL administrator and a CIL staff member providing direct services to transition-age youth with disabilities were interviewed from eight U.S. CILs. Thematic analysis of each interview transcript yielded themes related to the scope of services that CILs are providing in tandem with special education professionals, and why CIL professionals believe their involvement in secondary transition is critical. Findings included that interview participants delineated three overarching areas where CILs support transition-age youth while collaborating with schools. Furthermore, the findings showed that the crucial nature of CIL involvement in the transition service delivery process is rooted in several value-based principles. These five value-based principles were as follows: (a) Empowerment-, autonomy-, and independence-based, (b) youth-led and individualized, (c) strengths-based and goal-driven, (d) peer-based and disability-pride-driven, and (e) ensuring services were available and accessible. These findings, implications for practice, and future research directions are also discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01