5 research outputs found
Transitioning to adulthood with a mild intellectual disability: Young people's experiences, expectations, and aspirations
Aim:
Very little attention has been paid to the views and experiences of young people with mild intellectual disabilities on the broad topics of adulthood and adult identity. The following study was undertaken to explore how young adults with mild intellectual disabilities conceptualize, relate to, and experience the process of transition.
Method:
Eight young adults with mild to borderline intellectual disabilities participated in semiâstructured interviews. Results were analysed using interpretive thematic analysis.
Results:
Two umbrella themes were identified: âOn a developmental pathwayâ and âNegotiations in the environmentâ.
Conclusions:
The participants concerns were surprisingly similar to those commonly expressed by young adults without disabilities. Selfâperceived adult identity appeared to be affected by the participants' personal definitions of adulthood, as well as by social comparisons with both peers and adults. Finally, while concerns were expressed about their capacity to cope with responsibility, most felt optimistic about adopting full adult status in the future
Foster Childrenâs Sense of Sibling Belonging
This article analyzes childrenâs experiences and their perceived sense of belonging to brothers and sisters to assess the significance of social and biological ties for developing identity. Specifically, this article aims to highlight the significance of siblings for children moving from homes to foster homes and back to their original homes again. Most children participating in this study emphasized the continuity of biological relations with their siblings as important for their identity and sense of belonging. At the same time, social ties to both siblings and foster siblings had significance for their perception of themselves. A sense of belonging and identity are, thus, shown to develop in relation to both biological siblings and foster siblings
Adults with intellectual disability : choice and control in the context of family
This chapter about the experience of choice and control by adults with intellectual disability in the family context is offered against the background of the tripartite ecological theory of self-determination (Abery and Stancliffe, A tripartite-ecological theory of self-determination. In Wehmeyer et al. (Eds.), Theory in self-determination: Foundations for educational practice (pp. 43â78). Springfield, IL: Charles C. Thomas, 2003). The challenges in determining readiness for adult decision-making are discussed, as are the experiences of adults with intellectual disability when exercising choice and control within the family context. How families, including parents and siblings, influence decision-making by their family member with intellectual disability is summarized. The critical role of the family in supporting independent choice-making is also highlighted. The chapter ends with a call for research about skills and resources for families to become effective, knowledgeable, and confident supporters of their member with intellectual disability in the quest for adult self-determination