Abstract
Background: An increasing body of evidence suggests that transitioning from school to adult life can be challenging for young people with intellectual disability. Transition from secondary school includes preparation of students before leaving school and may continue several years into adult life. Transition challenges may include isolation, mental health problems, and reduced participation in employment and tertiary education. Some literature indicate links between poor post-school outcomes, and ineffective collaboration between school systems, disability services, and employers. Yet, consolidated evidence to understand how young people themselves experience transition from school is needed. The aim of this scoping review is to draw together current literature reporting what is important to young people with intellectual disability about transitioning to life after school. Methods: Using the Joanna Briggs scoping review methodology, a systematic strategy will identify peer-reviewed qualitative research and grey literature reporting the voices of young people with intellectual disability to better understand personal experiences of transition to life after school. The review will explore scope and foci of topics, identify gaps in current evidence, and highlight approaches and methods used by investigators to include young peoples’ own views.Database searches for relevant qualitative research will include ERIC via Proquest, Ovid MEDLINE, selected EbscoHost databases, and Web of Science. Non-indexed and grey literature such as policies and reports will be searched via TROVE, ProQuest Dissertations & Theses, and Google (with URL control and by crawling key agency websites). Studies will be selected using a three-step process: i) managing search results and removing duplicates, ii) title and abstract screening by two independent reviewers, and iii) full text review of included articles against inclusion criteria by two independent reviewers. Data will be tabulated, and presented in a narrative summary, aligning with the objectives and scope of this review.Discussion: Review findings will inform policy makers, educators and disability support organisations of transition experiences of young people with intellectual disability. Their identification of transition challenges and enablers will inform the design and implementation of participatory transition processes, ensuring that future guidelines reflect the views of those they intend to support.Registration with OSF DOI: 10.17605/OSF.IO/YHCDG
The role of social participation in the formation of identity in young people with mild intellectual disability and in intellectual norm: A comparative study
