Show simple item record

dc.contributor.authorRaghavan, R.*
dc.contributor.authorPawson, Nicole*
dc.contributor.authorSmall, Neil A.*
dc.date.accessioned2016-10-07T15:35:09Z
dc.date.available2016-10-07T15:35:09Z
dc.date.issued2013
dc.identifier.citationRaghavan R, Pawson N and Small NA (2013) Family carers' perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity. Journal of Intellectual Disability Research. 57(10): 936-946.
dc.identifier.urihttp://hdl.handle.net/10454/9794
dc.descriptionNo
dc.description90009335
dc.description.abstractSchool leavers with intellectual disabilities (ID) often face difficulties in making a smooth transition from school to college, employment or more broadly to adult life. The transition phase is traumatic for the young person with ID and their families as it often results in the loss of friendships, relationships and social networks. The aim of this study was to explore the family carers' views and experiences on transition from school to college or to adult life with special reference to ethnicity. Forty-three families (consisting of 16 White British, 24 Pakistani, 2 Bangladeshi and one Black African) were interviewed twice using a semi-structured interview schedule. The carers were interviewed twice, Time 1 (T1) and Time 2 (T2), T2 being a year later to observe any changes during transition. The findings indicate that although transition planning occurred it was relatively later in the young person's school life. Parents were often confused about the process and had limited information about future options for their son or daughter. All family carers regardless of ethnicity, reported lack of information about services and expressed a sense of being excluded. South Asian families experienced more problems related to language, information about services, culture and religion. The majority of families lacked knowledge and awareness of formal services and the transition process. Socio-economic status, high levels of unemployment and caring for a child with a disability accounted for similar family experiences, regardless of ethnic background. The three key areas relevant for ethnicity are interdependence, religion and assumptions by service providers.
dc.relation.isreferencedbyhttp://dx.doi.org/10.1111/j.1365-2788.2012.01588.x
dc.subjectAcculturation
dc.subject; Adolescent
dc.subject; Adult
dc.subject; African continental ancestry group
dc.subject; Asian continental ancestry group
dc.subject; Caregivers
dc.subject; Employment
dc.subject; Ethnic groups
dc.subject; European continental ancestry group
dc.subject; Female
dc.subject; Great Britain
dc.subject; Humans
dc.subject; Intellectual disability
dc.subject; Life change events
dc.subject; Male
dc.subject; Qualitative research
dc.subject; Schools
dc.subject; Social Behavior
dc.subject; Social support
dc.subject; Young adult
dc.subject; Children
dc.subject; Culture
dc.subject; Ethnicity
dc.subject; Family
dc.subject; Transition
dc.titleFamily carers' perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity
dc.status.refereedYes
dc.typeArticle
dc.type.versionNo full-text available in the repository


This item appears in the following Collection(s)

Show simple item record