Age-Specific Activities that Support Successful Transition to Adulthood for Children with Disabilities

Abstract When researchers evaluate adult outcomes for individuals with intellectual and/or developmental disabilities (IDD), the perspective of families is not always considered. Parents of individuals with IDD (N = 198) answered an online survey about their definition of a successful transition to adulthood. Content analysis was used to describe themes and ideas present in the responses. Rather than focusing only on developmental tasks of adulthood, such as living independently, being competitively employed, and maintaining friendships, responses reflected a more varied and dynamic view of success in adulthood, taking into account the fit between the person with IDD and his or her environment. As services are developed and implemented for adults with IDD, it is important to consider the full range of goals that families have for their son or daughter's successful transition to adulthood.

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Social and economic antecedents and consequences of adolescent aggressive personality: Predictions from the interactionist model

Development and Psychopathology ◽

10.1017/s0954579415000711 ◽

2015 ◽

Vol 27 (4pt1) ◽

pp. 1111-1127 ◽

Cited By ~ 10

Author(s):

Rand D. Conger ◽

Monica J. Martin ◽

April S. Masarik ◽

Keith F. Widaman ◽

M. Brent Donnellan

Keyword(s):

Transition To Adulthood ◽

Negative Impact ◽

Personality Development ◽

Negative Influence ◽

Dysfunctional Family ◽

Successful Transition ◽

Sequence Of Events ◽

The Social ◽

Adult Roles ◽

Aggressive Personality

AbstractThe present study examined the development of a cohort of 279 early adolescents (52% female) from 1990 to 2005. Guided by the interactionist model of socioeconomic status and human development, we proposed that parent aggressive personality, economic circumstances, interparental conflict, and parenting characteristics would affect the development of adolescent aggressive personality traits. In turn, we hypothesized that adolescent aggressiveness would have a negative influence on adolescent functioning as an adult in terms of economic success, personality development, and close relationships 11 years later. Findings were generally supportive of the interactionist model proposition that social and economic difficulties in the family of origin intensify risk for adolescent aggressive personality (the social causation hypothesis) and that this personality trait impairs successful transition to adult roles (the social selection hypothesis) in a transactional process over time and generations. These results underscore how early development leads to child influences that appear to directly hamper the successful transition to adult roles (statistical main effects) and also amplify the negative impact of dysfunctional family systems on the transition to adulthood (statistical interaction effects). The findings suggest several possible points of intervention that might help to disrupt this negative developmental sequence of events.

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A review of the factors affecting of children with disabilities successful transition to early childhood care and primary education in sub-Saharan Africa

Journal of Early Childhood Research ◽

10.1177/1476718x211035428 ◽

2021 ◽

pp. 1476718X2110354

Author(s):

Anita Soni ◽

Marisol Reyes Soto ◽

Paul Lynch

Keyword(s):

Early Childhood ◽

Primary School ◽

Primary Education ◽

Low Income ◽

Children With Disabilities ◽

Sub Saharan Africa ◽

Low Income Countries ◽

Successful Transition ◽

Childhood Care ◽

Sub Saharan

Whilst transition to primary school is a commonly experienced phenomenon for most children, some groups of children, including those with disabilities, are less likely to engage in the process because it can be very challenging for them and their families. This article presents evidence from a review of research looking at the transition of children with disabilities within early childhood and primary education in low income countries in Sub-Saharan Africa. From the meta-aggregation, three central areas were identified within the topic of transition of children with disabilities to primary school in sub-Saharan Africa: key actors, obstacles and enablers. Although this review identified some of the main obstacles to transition related to finance, it has highlighted the fact that many children with disabilities and their parents wish to attend school, and there are a number of ways to support and enable successful transition from home to school.

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