A longitudinal study of post‐school provision for Irish school‐leavers with intellectual disability. (24th May 2017)

• Record Type: Journal Article
• Authors: McConkey, Roy; Kelly, Fionnola; Craig, Sarah; Keogh, Fiona
• Is Part Of: British journal of learning disabilities. Volume 45:Number 3(2017:Sep.)
• Page Start: 166
• Page End: 171
• Publication Date: 2017-05-24
• Subjects: day services -- intellectual disability -- Ireland -- school leavers; Learning disabilities -- Periodicals; Learning disabled -- Periodicals; Learning disabled children -- Periodicals; Learning disabled youth -- Periodicals; 362.3
• DOI: 10.1111/bld.12190
• Languages: English
• ISSNs: 1354-4187

Abstract

Abstract : Accessible summary: In Ireland school leavers with intellectual disabilities were tracked over a 10‐year period from 2004 to 2014. Nearly half were no longer known to services after 10 years. In the 5 years after leaving school, most young adults went to either training centres or to care centres. After 10 years, most were placed in care centres. Few were getting help to obtain paid work or were receiving support in the community. New models of day supports are being promoted by the Government but they are not widely available. Shortage of money and pressure to provide places for school leavers may have contributed to the growth of attendances in care centres. 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.