Young people with intellectual disability speak out about life after school: “I want to do more in life than just…be a disability person”

References

• Ashburner, J. K., Bobir, N. I., & van Dooren, K. (2018). Evaluation of an innovative interest-based post-school transition programme for young people with autism spectrum disorder. International Journal of Disability, Development and Education, 65(3), 262–285. https://doi.org/10.1080/1034912X.2017.1403012
   Web of Science ®Google Scholar
• Australian Bureau of Statistics. (2020, July 24). Disability and the labour force. Australian Bureau of Statistics. Retrieved June 16 from https://www.abs.gov.au/articles/disability-and-labour-force
   Google Scholar
• Australian Government. (2021, December). Australia's disability strategy 2021-2031 - outcomes framework. Comonwealth of Australia. https://www.disabilitygateway.gov.au/ads
   Google Scholar
• Australian Parliament. (2017). The national disability insurance scheme: A quick guide. Australian Parliament. https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1617/Quick_Guides/NDIS
   Google Scholar
• Bennett, S., Gallagher, T., Shuttleworth, M., Somma, M., & White, R. (2017). Teen dreams: Voices of students with intellectual disabilities. Journal of Developmetal Disabilities, 23(1), 64–75. Retrieved from https://www.proquest.com/scholarly-journals/teen-dreams-voices-students-with-intellectual/docview/1991893701/se-2.
   Google Scholar
• Bigby, C. (2020). Dedifferentiation and people with intellectual disabilities in the Australian national disability insurance scheme: Bringing research, politics and policy together. Journal of Intellectual & Developmental Disability, 45(4), 309–319. https://doi.org/10.3109/13668250.2020.1776852
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
   Web of Science ®Google Scholar
• Collings, S., Dew, A., & Dowse, L. (2019). “They need to be able to have walked in our shoes”: What people with intellectual disability say about National Disability Insurance Scheme planning. Journal of Intellectual & Developmental Disability, 44(1), 1–12. https://doi.org/10.3109/13668250.2017.1287887
   Web of Science ®Google Scholar
• Council of Australian Governments. (2018). National School Reform Agreement. https://federalfinancialrelations.gov.au/sites/federalfinancialrelations.gov.au/files/2021-07/national_school_reform_agreement_8.pdf
   Google Scholar
• Dyke, P., Bourke, J., Llewellyn, G., & Leonard, H. (2013). The experiences of mothers of young adults with an intellectual disability transitioning from secondary school to adult life. Journal of Intellectual & Developmental Disability, 38(2), 149–162. https://doi.org/10.3109/13668250.2013.789099
   PubMed Web of Science ®Google Scholar
• Foley, K.-R., Dyke, P., Girdler, S., Bourke, J., & Leonard, H. (2012). Young adults with intellectual disability transitioning from school to post-school: A literature review framed within the ICF. Disability and Rehabilitation, 34(20), 1747–1764. https://doi.org/10.3109/09638288.2012.660603
   PubMed Web of Science ®Google Scholar
• Foley, K.-R., Jacoby, P., Girdler, S., Bourke, J., Pikora, T., Lennox, N., Einfeld, S., Llewellyn, G., Parmenter, T. R., & Leonard, H. (2013). Functioning and post-school transition outcomes for young people with down syndrome. Child: Care, Health and Development, 39(6), 789–800. https://doi.org/10.1111/cch.12019
   PubMed Web of Science ®Google Scholar
• Garolera, G. D., Díaz, M. P., & Noell, J. F. (2021). Friendship barriers and supports: Thoughts of young people with intellectual disabilities. Journal of Youth Studies, 24(6), 815–833. https://doi.org/10.1080/13676261.2020.1772464
   Web of Science ®Google Scholar
• Gauthier-Boudreault, C., Gallagher, F., & Couture, M. (2017). Specific needs of families of young adults with profound intellectual disability during and after transition to adulthood: What are we missing? Research in Developmental Disabilities, 66, 16–26. https://doi.org/10.1016/j.ridd.2017.05.001
   PubMed Web of Science ®Google Scholar
• Hudson, B. (2003). From adolescence to young adulthood: The partnership challenge for learning disability services in England. Disability & Society, 18(2), 259–276. https://doi.org/10.1080/0968759032000052851
   Google Scholar
• Hughes, J., Davies, S., Chester, H., Clarkson, P., Stewart, K., & Challis, D. (2018). Learning disability services: User views on transition planning. Tizard Learning Disability Review, 23(3), 150–158. https://doi.org/10.1108/TLDR-07-2017-0032
   Web of Science ®Google Scholar
• Jacobs, P., MacMahon, K., & Quayle, E. (2018). Who decides? - Transition from school to adult services for young people with severe or profound intellectual disability: A systematic review utilizing framework synthesis [review]. Journal of Applied Research in Intellectual Disabilities, 31(6), 962–982. https://doi.org/10.1111/jar.12466
   PubMed Web of Science ®Google Scholar
• Kohler, P. D., Gothberg, J. E., Fowler, C., & Coyle, J. (2016). Taxonomy for transition programming 2.0. Western Michigan University.
   Google Scholar
• Lawson, K., & Parker, R. (2020). How do young people with education, health and care plans make sense of relationships during transition to further education and how might this help to prepare them for adulthood? Educational and Child Psychology, 37(2), 48–58. https://doi.org/10.53841/bpsecp.2020.37.2.48
   Google Scholar
• Leonard, H., Foley, K., Pikora, T., Bourke, J., Wong, K., McPherson, L., Lennox, N., & Downs, J. (2016). Transition to adulthood for young people with intellectual disability: The experiences of their families. European Child & Adolescent Psychiatry, 25(12), 1369–1381. https://doi.org/10.1007/s00787-016-0853-2
   PubMed Web of Science ®Google Scholar
• Lloyd, J., Moni, K., Cuskelly, M., & Jobling, A. (2022). The national disability insurance scheme: Voices of adults with intellectual disabilities. Research and Practice in Intellectual and Developmental Disabilities, 9(1), 5–13. https://doi.org/10.1080/23297018.2021.2004382.
   Web of Science ®Google Scholar
• Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
   Web of Science ®Google Scholar
• Meadows, D., Davies, M., & Beamish, W. (2014). Teacher control over interagency collaboration: A roadblock for effective transitioning of youth with disabilities. International Journal of Disability, Development and Education, 61(4), 332–345. https://doi.org/10.1080/1034912X.2014.955788
   Web of Science ®Google Scholar
• Meltzer, A., Robinson, S., & Fisher, K. R. (2020). Barriers to finding and maintaining open employment for people with intellectual disability in Australia. Social Policy & Administration, 54(1), 88–101. https://doi.org/10.1111/spol.12523
   Web of Science ®Google Scholar
• Midjo, T. (2018). Identity constructions and transition to adulthood for young people with mild intellectual disabilities. Journal of Intellectual Disabilities, 22(1), 33–48. https://doi.org/10.1177/1744629516674066
   PubMed Web of Science ®Google Scholar
• National Disability Insurance Agency. (2022a). NDIS participant employment strategy. https://www.ndis.gov.au/about-us/strategies/participant-employment-strategy#employment
   Google Scholar
• National Disability Insurance Agency. (2022b). School leaver participant survey report. NDIS, Market Innovation & Employment Branch. https://www.ndis.gov.au/participants/finding-keeping-and-changing-jobs/leaving-school#school-leaver-participant-survey-report
   Google Scholar
• NSW Government. (2016, 15.07.2021). Transition planning. NSW Government. Retrieved 20.10 from https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/leaving-school/transition-planning
   Google Scholar
• NSW Government. (2019). Transition planning for school leavers in 2019. Resources to support collaborative planning in schools. NSW Government.
   Google Scholar
• Papay, C. K., & Bambara, L. M. (2014). Best practices in transition to adult life for youth with intellectual disabilities. Career Development and Transition for Exceptional Individuals, 37(3), 136–148. https://doi.org/10.1177/2165143413486693
   Google Scholar
• Pearson, C., Watson, N., Gangneaux, J., & Norberg, I. (2021). Transition to where and what? Exploring experience of transition to adulthood for young disabled people. Journal of Youth Studies, 24(10), 1291–1307. https://doi.org/10.1080/13676261.2020.1820972
   Web of Science ®Google Scholar
• Queensland Government. (2021). Transition to post-school for students with disability: Fact sheet for students and parents/carers. https://education.qld.gov.au/student/students-with-disability/supports-for-students-with-disability/Documents/transition-to-post-school.pdf
   Google Scholar
• Redgrove, F. J., Jewell, P., & Ellison, C. (2016). Mind the gap between school and adulthood for people with intellectual disabilities. Research and Practice in Intellectual and Developmental Disabilities, 3(2), 182–190. https://doi.org/10.1080/23297018.2016.1188671
   Web of Science ®Google Scholar
• Salt, E. (2019). Transitioning to adulthood with a mild intellectual disability - Young people’s experiences, expectations and aspirations. Journal of Applied Research in Intellectual Disabilities, 32(4), 901–912. https://doi.org/10.1111/jar.12582
   PubMed Web of Science ®Google Scholar
• Smith, L., & Dowse, L. (2019). Times during transition for young people with complex support needs: Entangled critical moments, static liminal periods and contingent meaning making times. Journal of Youth Studies, 22(10), 1327–1344. https://doi.org/10.1080/13676261.2019.1575346
   Web of Science ®Google Scholar
• Young-Southward, G., Cooper, S.-A., & Philo, C. (2017). Health and wellbeing during transition to adulthood for young people with intellectual disabilities: A qualitative study. Research in Developmental Disabilities, 70, 94–103. https://doi.org/10.1016/j.ridd.2017.09.003
   PubMed Web of Science ®Google Scholar
• Zhou, Q., Llewellyn, G., Stancliffe, R., & Fortune, N. (2019). Working-age people with disability and labour force participation: Geographic variations in Australia. Australian Journal of Social Issues, 54(3), 323–340. https://doi.org/10.1002/ajs4.75
   Web of Science ®Google Scholar