Advances and gaps in policy, practice, and research in transition for students with intellectual and developmental disabilities across four countries

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F24%3A43972970" target="_blank" >RIV/49777513:23420/24:43972970 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/24:10486393

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.12524" target="_blank" >https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.12524</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/jppi.12524" target="_blank" >10.1111/jppi.12524</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Advances and gaps in policy, practice, and research in transition for students with intellectual and developmental disabilities across four countries

Popis výsledku v původním jazyce

The difficulties faced by youth with intellectual and developmental disabilities (IDDs) and their families as they move into adulthood are widely documented. The aim of the paper is to explore the current situation in terms of transition processes and outcomes in four countries (the US, UK, Australia and Czech Republic) and identify commonalities and differences that help elucidate what might determine different outcomes. Two research methods—expert knowledge and rapid literature review—were combined to identify sources from which information on transition policy, processes, support practices and outcomes was extracted and synthesised. This review identified gaps in the research evidence including inadequate collection and use of data to drive policy and determine effectiveness, limited evidence-based models or frameworks for successful transition. There was little transition research that included the voices of young people with IDD. More research is necessary to study the practices of highly successful programmes, and to explore the impact of transition programmes and disability support services on a broader range of outcomes, capturing the experiences of young people themselves and identifying factors that determine successful outcomes.

Název v anglickém jazyce

Advances and gaps in policy, practice, and research in transition for students with intellectual and developmental disabilities across four countries

Popis výsledku anglicky

The difficulties faced by youth with intellectual and developmental disabilities (IDDs) and their families as they move into adulthood are widely documented. The aim of the paper is to explore the current situation in terms of transition processes and outcomes in four countries (the US, UK, Australia and Czech Republic) and identify commonalities and differences that help elucidate what might determine different outcomes. Two research methods—expert knowledge and rapid literature review—were combined to identify sources from which information on transition policy, processes, support practices and outcomes was extracted and synthesised. This review identified gaps in the research evidence including inadequate collection and use of data to drive policy and determine effectiveness, limited evidence-based models or frameworks for successful transition. There was little transition research that included the voices of young people with IDD. More research is necessary to study the practices of highly successful programmes, and to explore the impact of transition programmes and disability support services on a broader range of outcomes, capturing the experiences of young people themselves and identifying factors that determine successful outcomes.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

<a href="/cs/project/GA22-26896S" target="_blank" >GA22-26896S: Zkoumání přechodových období mladých lidí s mentálním postižením</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Policy and Practice in Intellectual Disabilities

ISSN

1741-1122

e-ISSN

1741-1130

Svazek periodika

21

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

12

Strana od-do

—

Kód UT WoS článku

001308983300001

EID výsledku v databázi Scopus

2-s2.0-85203452733