ABSTRACT

Background

This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities.

Method

To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and contextual intersections were critically analysed using the theoretical framework of the capability approach. The capability approach emphasises individuality and one's freedom of choice to construct a good life of dignity.

Results

Timetables - schedules of daily activities - were examined using artefactual analysis to make sense of and explain important insights about transition through this pivotal support anchor. Yet, the utility of these artefacts, found to communicate personal capabilities, was underrecognised by those supporting transitions from school.

Conclusion

This article reports fresh insights into supporting this critical life stage increasing the potential for a transition with dignity.

中文翻译：

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安排有尊严的过渡：有重大支持需求的年轻人的观点

摘要

背景

本研究调查了居住在新西兰 Aotearoa 的有严重智力和发育障碍的年轻人所经历的过渡或学校退学。

方法

为了调查这些通常闻所未闻的观点，定性方法适用于个人的交流偏好。使用能力方法的理论框架批判性地分析了个人和上下文的交叉点。能力方法强调个性和个人选择的自由，以构建有尊严的美好生活。

结果

时间表- 日常活动的时间表- 使用人工制品分析进行检查，以通过这个关键的支持锚理解和解释关于过渡的重要见解。然而，这些被发现可以传达个人能力的人工制品的效用并未被那些支持从学校过渡的人所认识。

结论

本文报告了有关支持这一关键生命阶段的新见解，以增加有尊严地过渡的潜力。