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Tracking Post‐school Destinations of Young People with Mild Intellectual Disabilities: The Problem of Attrition

Tracking Post‐school Destinations of Young People with Mild Intellectual Disabilities: The... Background This research was carried out as an assessment of the transition towards adult life for school leavers with mild intellectual disabilities. Ninety young people who were enrolled at three schools for people with mild intellectual disabilities were followed up for the first 12–18 months after they left school to assess how they experienced this transition. Methods Young people were interviewed using semi‐structured interviews before they left school regarding their aspirations for school leaving. They were then followed up and those who were traced were interviewed a second time regarding how they had experienced the previous year. Results There were a number of difficulties encountered in following up the school leavers. Most importantly, there were a high number of participants who were unable to be traced for the study, by the schools, the careers office, or other service providers. The attrition started early in the transition process and was largely overlooked by the schools and careers service, presenting a challenge for successful transition experiences. Discussion The implications of the high level of attrition are discussed. In addition, the impact of a number of new initiatives are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Intellectual Disabilities Wiley

Tracking Post‐school Destinations of Young People with Mild Intellectual Disabilities: The Problem of Attrition

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References (38)

Publisher
Wiley
Copyright
Copyright © 2006 Wiley Subscription Services, Inc., A Wiley Company
ISSN
1360-2322
eISSN
1468-3148
DOI
10.1111/j.1468-3148.2005.00248.x
Publisher site
See Article on Publisher Site

Abstract

Background This research was carried out as an assessment of the transition towards adult life for school leavers with mild intellectual disabilities. Ninety young people who were enrolled at three schools for people with mild intellectual disabilities were followed up for the first 12–18 months after they left school to assess how they experienced this transition. Methods Young people were interviewed using semi‐structured interviews before they left school regarding their aspirations for school leaving. They were then followed up and those who were traced were interviewed a second time regarding how they had experienced the previous year. Results There were a number of difficulties encountered in following up the school leavers. Most importantly, there were a high number of participants who were unable to be traced for the study, by the schools, the careers office, or other service providers. The attrition started early in the transition process and was largely overlooked by the schools and careers service, presenting a challenge for successful transition experiences. Discussion The implications of the high level of attrition are discussed. In addition, the impact of a number of new initiatives are discussed.

Journal

Journal of Applied Research in Intellectual Disabilities – Wiley

Published: Jun 1, 2006

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