Timetabling a transition with dignity: Perspectives of young adults with significant support needs. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: Hart, Sarah M.; Hill, Mary F.; Gaffney, Janet S.
• Is Part Of: Journal of intellectual & developmental disability. Volume 46:Issue 3(2021)
• Page Start: 227
• Page End: 238
• Publication Date: 2021-07-03
• Subjects: Transition -- timetables -- schedules -- capability approach; Learning disabilities -- Periodicals; Developmental disabilities -- Periodicals; Mental retardation -- Periodicals; 362.1968
• DOI: 10.3109/13668250.2021.1885973
• Languages: English
• ISSNs: 1366-8250

Abstract

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.