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HERO ID
7313395
Reference Type
Journal Article
Subtype
Review
Title
Young adults with intellectual disability transitioning from school to post-school: A literature review framed within the ICF
Author(s)
Foley, KR; Dyke, P; Girdler, S; Bourke, J; Leonard, H
Year
2012
Is Peer Reviewed?
Yes
Journal
Disability and Rehabilitation
ISSN:
0963-8288
Volume
34
Issue
20
Page Numbers
1747-1764
Language
English
PMID
22468764
DOI
10.3109/09638288.2012.660603
Web of Science Id
WOS:000307226400009
Abstract
PURPOSE:
The purpose of this review was to describe literature relating to transition for young people with an intellectual disability and identify gaps within the current knowledge base.
METHOD:
A narrative literature review was undertaken. Searches of databases Medline, CINAHL, PsycINFO, ERIC, ISI Web of Science and ProQuest 500 International provided relevant research articles. The search terms used were intellectual disability, transition, employment, and ICF as well as other terms derived from the ICF. Manual searches of reference lists identified additional studies. Furthermore, government websites were searched for relevant reports and policies.
RESULTS:
Transition literature was explored by ICF domains; body functions and structures, activity and participation and contextual factors. Studies were identified in some but not all areas and included literature describing self-determination and participation in leisure activities for those with mild intellectual disability. However, significant gaps were found particularly for those with severe intellectual disability.
CONCLUSIONS:
The ICF is a useful tool in framing a review of transition literature for young people with intellectual disability due to the complexity and multi-faceted nature of transition. The important influence of environmental factors including family systems, post-school services and access to transport were highlighted as having considerable impacts on transition outcomes.
Keywords
Transition; intellectual disability; school; ICF; employment
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