The experiences of mothers of young adults with an intellectual disability transitioning from secondary school to adult life
The experiences of mothers of young adults with an intellectual disability transitioning from secondary school to adult life
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DOI：
10.3109/13668250.2013.789099
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发表时间：
2013-06-01
影响因子：
1.3
通讯作者：
Leonard, Helen
中科院分区：
文献类型：
--
作者：
Dyke, Paula;Bourke, Jenny;Leonard, Helen
背景 对于患有智力障碍的年轻人来说，从学校到成年的过渡涉及从普遍安全和受支持的学校环境转向新兴的成人生活，其特点可能是在就业、独立生活、友谊和日常活动等相关成人角色的采用方面存在很大差异。 方法 在本研究中，我们通过定性半结构化访谈调查了 18 名患有唐氏综合症或雷特综合症的年轻人的母亲的观点。国际功能、残疾和健康分类（ICF）框架被用作概念基础。结果出现的主题包括白天承担的成人角色、住宿、生活质量、过“美好”生活和家庭影响。结论与雷特综合征相比，患有唐氏综合症的年轻成人的母亲描述了获得成人角色稳定的更困难的途径。环境促进因素和障碍出现在支持、关系、服务、系统和政策领域。
Background The transition from school to adulthood for young adults with an intellectual disability involves movement from a generally secure and supported school environment to an emerging adult life that may be characterised by a wide variation in adoption of adult roles related to employment, independent living, friendships, and day activities.Method In this study, we investigated the perspectives of 18 mothers of young adults with either Down syndrome or Rett syndrome through qualitative semistructured interviews. The International Classification of Functioning, Disability and Health (ICF) framework was used as a conceptual basis.Results Themes that emerged included adult roles assumed during the day, accommodation, quality of life, living a "good" life, and family impact.Conclusions In contrast with Rett syndrome, mothers of young adults with Down syndrome described more difficult pathways to attaining stability in adult roles. Environmental facilitators and barriers emerged in the area of support, relationships, services, systems, and policies.