Falling between Two Stools? Post-secondary Transition Planning for Students with Intellectual Disabilities in the Republic of Ireland

2022 ◽  
pp. 143-158
Author(s):  
Joanne Banks ◽  
Des Aston ◽  
Michael Shevlin
Keyword(s):  
Intellectual Disabilities ◽  
Transition Planning ◽  
Secondary Transition ◽  
Republic Of Ireland ◽  
Post Secondary ◽  
Students With Intellectual Disabilities ◽  
The Republic

A practical example of an open disclosure process for people with intellectual disabilities in the Republic of Ireland

2021 ◽  
pp. 174462952110189
Author(s):  
Feabhra Mullally ◽  
Deirdre Corby
Keyword(s):  
Intellectual Disabilities ◽  
Service Providers ◽  
Republic Of Ireland ◽  
Open Disclosure ◽  
The Usa ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
The Republic ◽  
Communication Needs ◽  
The Uk

Literature pertaining to open disclosure predominantly refers to acute care settings; this is the case in, for example, the UK, Republic of Ireland, Australia, Korea and the USA. There is, however, a dearth of literature regarding open disclosure related to people with intellectual disabilities. A practice example of open disclosure is presented here, following a serious adverse event in an organisation supporting adults with intellectual disabilities. The aim of the process was to openly disclose in a meaningful way to adults with significant intellectual disabilities and communication difficulties. An apology pathway was developed by a multidisciplinary team based on individual communication needs. A suite of resources was developed including easy read-picture agendas and sign language to support increased understanding of the apology. Service users received the apology first, followed by meetings with their families. This practice example has positive implications for service providers for people with intellectual disabilities.

Forgotten but Crucial Aspects of Transition Planning for Inclusion

2020 ◽  
Author(s):  
Iva Strnadová
Keyword(s):  
Intellectual Disabilities ◽  
Family Involvement ◽  
Student Development ◽  
Independent Living ◽  
Sexuality Education ◽  
Transition Planning ◽  
School Outcomes ◽  
Self Advocacy ◽  
Transition Programming ◽  
Students With Intellectual Disabilities

Transition planning can increase positive post-school outcomes and inclusion for students with intellectual disabilities. Kohler’s Taxonomy for Transition Programming 2.0 is a useful tool for all stakeholders engaged in transition planning for this population. Grounded in research, the Taxonomy highlights five key practices: (a) student-focused planning; (b) student development; (c) interagency collaboration; (d) family involvement; and (e) program structures and attributes. Student-focused planning, and especially the student’s active involvement in transition planning, tend to be forgotten when it comes to students with intellectual disabilities. While transition planning is oriented toward positive post-school outcomes in areas such as employment, independent living, and education, there are still two areas that remain largely ignored for students with intellectual disabilities—self-advocacy and sexuality education. Teachers, parents, and other relevant stakeholders need to provide more opportunities for development of self-advocacy skills, and for sexuality education. Kohler’s Taxonomy for Transition Programming 2.0 can serve as a useful tool when planning on how to integrate these two areas into transition-focused education.

Educational Services for Students with Intellectual Disabilities in Rural and Urban Areas of the Republic of Ireland

1996 ◽  
Vol 15 (3) ◽  
pp. 20-24 ◽  
Author(s):  
Hugh Gash ◽  
Mark O'reilly ◽  
Patricia Noonan Walsh
Keyword(s):  
Intellectual Disabilities ◽  
Service Provision ◽  
Urban Areas ◽  
Educational Services ◽  
Educational Systems ◽  
Republic Of Ireland ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
History Of ◽  
The Republic

We have examined the history of education service provision in the Republic of Ireland for persons with intellectual disabilities. We distinguished between children with mild or general learning difficulties and those with severe and profound intellectual disabilities as the development of educational services for these two groups has differed dramatically. Distinctions between rural and urban educational systems were made where appropriate. We have purposefully neglected to address services for students with moderate intellectual disabilities as we believe that those services for students with mild and severe intellectual disabilities will give the reader an overall flavour of educational services in Ireland within the context of this brief report. The current context of educational service provision in Ireland has also been highlighted with recent debates and suggestions for future development presented.

Independent regulators of care quality

2018 ◽  
pp. 559-572
Author(s):  
Owen Barr ◽  
Bob Gates
Keyword(s):  
Quality Of Care ◽  
Northern Ireland ◽  
Intellectual Disabilities ◽  
Care Quality ◽  
Republic Of Ireland ◽  
People With Intellectual Disabilities ◽  
The Republic ◽  
The Uk

This chapter provides an overview of the role of the independent care regulators across the UK and the Republic of Ireland. It provides information on arrangements for care regulators within the specific jurisdictions of Scotland, England, Wales, Northern Ireland, and the Republic of Ireland. This chapter outlines the role of the independent care regulators in both inspecting and supporting the development of quality in services. Nurses for people with intellectual disabilities need to have a rounded and balanced understanding of the role of these care regulators, as well as the standards and resources they provide, in order to maximize the quality of care provided to people with intellectual disabilities.

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