The Challenges Students with Disabilities Face upon Transitioning into Society as Young Adults - Literature review Example

The challenges students with disabilities face upon transitioning into society as young adults Student Name: Institution: Date: Introduction Transition in regard to the lives of young adults with disabilities involves life adjustments and new experiences as this group of people move from their school environments to independent living as well as working environments. Empirical studies about the transition to adulthood in particular for youth with disabilities show that it is an extremely challenging process (Stewart et al., 2006). Youths with disabilities have different personal challenges which include cognitive and communicative limitations, physical and sensory as well as environmental barriers that make their transition into adult life challenging. However, it has been discovered that poor coordination of policies, systems or services make youths with disabilities as well as their respective families inaccessible to the relevant information which can enable them to get through the transition successfully. As a result, youths have minimal opportunities to take full participation in their adult lives. From the experiences of youths and parents, it has been observed that most of them feel abandoned once they reach their adulthood stage. Due to these challenges, youth with disabilities find it difficult to access supports, and thus making many transitions not successful (Wagner et al. 2005). The Challenges Young Adults with disabilities face as they enter society as positive members Transition regarding the lives of young adults with disabilities involves life adjustments and new experiences as this group of people shift from their respective school environments to independent living or working environments (Wehman, 2001). Wehman (2001, p.23-24) pointed out that this transition includes seven domains where the young adults experience changes in employment sector, getting around within the community, making friends, living arrangements, managing their own finances, having fun, sexuality and self-esteem. In the case of young adults diagnosed with severe developmental disabilities, their transition into adult life means a shift from a special education environment to adult service delivery way of life. Since fewer efforts have been made to understand youths with severe developmental disabilities, it has become challenging to identify the challenges or issues that young adults with disabilities experience. Therefore, it is difficult to locate relevant approaches to meet the needs and support the hopes and interests of this group of people (Kraemer & Blacher, 2001). Clegg, Sheard, Cahil and Osbeck (2001, p.153) argued in support that contemporary transition study is biased towards individuals with mild intellectual disability. Wehman and Revell (1997, p.66) examined that the opportunities and challenges that youth with disabilities and their families face in adult community are unpredictable and vary according to the following circumstances the existing relationships between local economies and job opportunities, community awareness and the support services for persons with disabilities as well as residential and transportation services. A number of researches have focused on the limited inclusion of young people with disabilities in employment sectors, adult community and post-secondary education programs (National Collaborative on the Workforce and Disability, 2006; Beresford, 2004 & Florian et al. 2000). Similarly, studies involving youths with developmental disabilities reveal that the young people often consider getting a job, self-determination and having adult status by spending enough time with friends and family as vital in their lives (Cooney, 2002). Knapp et al. (2008) stated that considerable indirect and direct personal and public costs are incurred as a result of the challenges that youths with complex needs face in their attempts to finding employment. Research examining the performance for individuals with developmental disabilities reports poor outcomes in terms of social interactions, competitive work and earnings levels. Furthermore, it has been observed that the social networks of youths with such level of disability involve fewer friends compared to the networks of individuals without disabilities (Johnson et al. 1997). Different articles have been analyzed based on youths, parents, community members as key stakeholder group. This helped to determine their perspectives and experiences on the challenges faced by youths as they transit from special developmental schools to adult life. Youths’ perspectives The youth with disabilities complained that they may share aspirations with their counterparts without disabilities. Unfortunately, different obstacles come along their way into transition to adult life. Researchers have often reported that youth with disabilities have not been given enough opportunity to fully participate in evaluation and planning services affecting their educational and career planning (Hitchings et al. 2001). Cooney (2002, p.432) examined the perspectives and experiences of youths with developmental disabilities. The findings of the investigation showed that young adults stated openly how they preferred to be seen as fully functioning adults. Instead, they were considered as victims to the transition process that seemed to be burdened with poor services. Over and above, the young adults were relegated to a low status of client-hood and could often be denied the real opportunities to their life-long growth and development. Cooney refereed to what the young adults were offered with as the “manufactured programs” that did not suit the individual needs of the youth (Cooney, 2002). It seems what the young adults were given did not fall under their ordinary needs in terms of honest work, personal living space as well as the freedom to have ample time with friends and families. Parents’ perspectives Cooney (2002) carried out a qualitative study on the parents’ perspectives. Cooney observed that the parents of high school students with disabilities seemed to be more pessimistic about their children’s future lives compared to parents of students without disabilities. In a different research, community inclusion and citizenship for every young adult with disability has been considered by parents as significant results from the transition process (Hutchison, 2003). However, it has been argued that parents can benefit only if they actively involve in the transition planning because they support their children more on their aspect of decision-making and planning for their future lives (Goupil et al.2002). On the other hand, one article on the perspective of adult community members has emphasized on community capacity building as an ideal way through which adult community members are informed about the strengths and significant role played by youths with disabilities (Wynn et al.2006). Generally, it can be noted that more descriptive literature has argued for the influence of societal attitudes and beliefs on the importance of full participation of people with disabilities in community developments. However, it is quite clear that little research has been done on the inclusion of youths with disabilities in community capacity building programs. Clegg et al. (2001) interviewed parents and staff who were responsible for the young adults with severe disabilities. The common issues that were raised by parents as they played the role of life planning for their children included making decisions despite the insufficient information and knowledge, feelings of abandonment where the young adults feel shut out of their child lives and have nobody to talk to and alienation due to the ever changing staff. In contrast, providing a fresh start and creating positive change were the views of staff working with young adults with disabilities. The need to create positive change suggests lack of interest in documents provided by other staff and issues related to family history. Therefore, it can be noted that staff can enable young adults with disabilities to transcend their past and stigmatizing labels. Clegg et al. suggested the need to make changes to service so as to allow sufficient time before placement for staff can take place. This would help to understand the history of a person because the information is an integral part of the person-centred planning. Although the main task for staff is to support young adults rather than to address the psychological needs of parents, they should consider parents and the siblings as resources as they provide support services to the youths with severe developmental disabilities (Clegg et al.2001). Parents play an important role in the lives of their disabled children. It has been argued that successful transition cannot take place without the participation of parents, indicating that parents have a continuous significant influence on their disabled children as they move into adult life. Most parents claim that their role is to ensure that the rights mandated by the law are made accessible to their disabled children. However, it should be noted that the severity of each child’s disability will determine the level of advocacy the parent is expected to assume. Research findings show that youth generally are not accurate respondents about the issues associated with the receipt of their special services but parents report more accurately (Blackorby & Wagner, 1996). Therefore, to ensure that the available services are accessed by disabled children as adults in the society, transitional programs must be tailored to include more parental support for disabled youths (Wood & Cronin, 1999). This clearly indicates that parents should be considered as equal partners in all transitional programs for their disabled young adults. However, this can be achieved only if parents are provided with the appropriate support, training and skills that can empower them as advocates for their disabled young adults. In general, more participation of the parents enhance the success of disabled youths in accessing the services they need as well as ensuring successful transition of their children to adulthood. Cooney (2002) also conducted interviews and actively participated in the informal meetings with the parents of youths with developmental disabilities. From the research findings, it can be noted that parents felt very much ignored in most of the transition planning process where their children are involved. The most fundamental issues that contributed to parents developing such a feeling is the attempt to learn about a system that is not familiar to them particularly the adult agency, unexpected barriers as well as uncertain outcomes. Additionally, parents claimed that they had a desire for all their children to live a satisfying and fulfilled life based on the existing opportunities for growth. In contrary to the expectations of the parents, the transition planning process failed to recognize the role of parents in ensuring successful transition of young adults into adult life. Cooney analyzed the parent’s observations and asserted that most of the transition planning process viewed the young adults with disabilities as incapable of achieving transitional goals (Cooney, 2002). Legal Obligations Under federal law, transition of the young adults from their developmental schools into adult life as positive members of society involves a coordinated set of services for the youth. Therefore, different activities are designed in a results-oriented process to enhance the movement of young adults with disabilities from their special schools to post-school activities such as vocational education, continuing and adult education, community participation, integrated employment and adult services. The Individuals with Disabilities Education Act (IDEA) is one of the oldest federal laws which ensure that students with disabilities have the right to free and appropriate education. However, for students to be considered eligible for the special services under IDEA, it means that the local school district has to create and implement an Individualized Education Plan (IEP) through which the specialized services and support needs must be described (Fingles, Hinkle & Van Horn, 2002). Research indicates that when IDEA was legally re-considered in 1997, the major focus of the Congress was to improve the adult outcomes. However, in 2004 the main objective of the Act was amended further to ensure that young adults with disabilities acquire special education. Other services were designed purposely to prepare the youths for their future employments and independent living (Hanley-Maxwell, 1999). In Australia, the Willing and Able Mentoring Program is considered a resource for students with disabilities in colleges who are preparing to transition from their special schools to work. The program matches the interests of students with those of the professionals in the workplaces. Therefore, the young adults meet with their respective mentors on 1-2 hour discussions sessions to gather information related to the career environment the youths plan to join, receive exposures to different workplace cultures, demystifying disability within the workplaces and practicing the interview skills. The feedback from the students and their mentors has always been positive. A student with disability whose mentor was also a disable accepted that the program enabled her to become more focused and could think over her goals very clearly. On the other hand, one mentor acknowledged that being part of the Willing and Able Mentoring Program enabled her to better understand the different changes that young adults who transition into adult life can face upon joining the workforce (Graduate Careers Australia, 2005). The program is funded by the federal Department of Family and Community Services. Other bodies that support the program include; Employers Making a Difference (EMAD), the Graduate Careers Council of Australia (GCCA), the Regional Disability Liaison Officer Group and Disability works Australia. It can be noted that the argument underlying the Willing and Able Program is that youths with disability, despite being talented as their peers have been overlooked through fierce competition. In particular, this has been observed for career opportunities where negative self-concepts, community stereotypes and general negative assumptions about the ability of young adults with disability are prevalent. Therefore, WAM Program is aimed at controlling those negative beliefs so as to enhance both personal and professional strategies through networking skills to help young adults with disabilities to become more competitive in their challenging transition from study environment to career (Graduate Careers Australia, 2005). Conclusion Generally, young people with disability experience transition in living arrangements, making friends, self-esteem, and employment and getting around within the community. Parents play a significant role in the lives of their disabled children. Thus, successful transition cannot be achieved without the participation of parents. From the perspective of parents on the challenges young adults face as they transition from developmental schools to becoming positive members in society, it is quite clear that parents have a continuous influence on their disabled children as they move into adult life. The legal obligations consider the transition of young adults from their developmental schools into adult life as enhancing a coordinated set of services for the youth. It can be noted that under the federal law, different activities are designed in a results-oriented process so as to promote the movement of young adults with disabilities from their special schools to post-school activities through vocational education, continuing and adult education, community participation, integrated employment and adult services. References Beresford, B. (2004). Young disabled people and transition. Child: Care, Health & Development, 30(6), 581-587. Blackorby, J & Wagner, M. (1996). Longitudinal post-school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62 (5), 399-413. Clegg, J, Sheard, C, Cahill, J & Osbeck, L. (2001). Severe intellectual disability and transition to adulthood. Journal of Medical Psychology, 74(2), 151-166. Cooney, B.F. (2002). Exploring the perspectives on transition of youth with disabilities: Views from young adults, parents, and professionals. Mental Retardation, 40(6), 425-35. Fingles, M.I, Hinkle, D.H & Van Horn, D. (2002).Planning the Transition from School to Adult Life. Considerations for Students with Disabilities. ASAH. Florian, L, Dee, L, Byers, R & Maudslay, L. (2000). Mapping transitions for students with profound and complex learning difficulties. Journal of Special Education, 27(3), 124-128. Goupil, G, Tassé, M.J, Garcin, N & Doré, C. (2002). Parent and teacher perceptions of individualized transition planning. Journal of Special Education, 29(3), 127-35. Graduate Careers Australia. (2005). Willing and Able Mentoring Program. Retrieved September 6, 2013 from, < http://www.graduatecareers.com.au/content/view/full/318#application> Hanley-Maxwell, C. (1999). Transition from school to adult life. In D. Reschly, W. Tilly III, & J. Grimes (Eds.), Special education in transition (pp.139–168). Longmont, CO: Sopris West. Hutchison, J. P. (2003). Individualized support and funding: The Building blocks for capacity building and inclusion. Journal of Disability and Society, 18(1), 71-86. Hitchings, W.E, Ristow, R, Retish, P & Tanners A. (2001). The career development needs of college students with learning disabilities. Learning Disabilities Research and Practice, 16(1), 8-17. Johnson, D. R., Mc Grew, K. S., Bruininks, R. H & Lin, H. (1997). The outcome of a national follow-up study of young adults with severe disabilities. Journal of Vocational Rehabilitation, 8(2), 119-133. Knapp, M, Perkins, J & Rustin, S. (2008). “Transition Pathways for Young People with Complex Disabilities.” Health and Development, 34(4), 512-520. Kraemer, B.R & Blacher, J. (2001). The life for young adults with mental retardation during transition. Mental Retardation, 41(4), 250-62. National Collaborative on Workforce and Disability. (2006). Guideposts for success. Retrieved September 4, 2013 from, Stewart, D, Stavness, C & Antle, B. (2006). A critical appraisal of literature reviews about the transition to adulthood for youth with disabilities. Physical and Occupational Therapy in Pediatrics, 26(4), 5-24. Wagner, M, Cameto, R & Levine, P. (2005). Changes in the early post-school outcomes of youth with disabilities. National Center for Special Education Research, Washington, DC. Wehman, P & Revell, W. G. (1997). Transition into supported employment for young adults with severe disabilities: Current practices and future directions. Journal of Vocational Rehabilitation, 8(1), 65-74. Wehman, P. (2001). Life beyond the classroom: Transition strategies for young people with disabilities (3rd ed.). Baltimore, Maryland: Paul H. Brookes Publishing Co. Wood, S. J & Cronin, M. E. (1999). Students with emotional/behavioral disorders and transition planning. Psychology in the Schools, 36 (4), 327-345. Wynn, K, Stewart, D, BurkeGaffney, J & Moning, T. (2006). A community capacity-building project with parents and youth with disabilities in transition to adulthood. Physical and Occupational Therapy in Pediatrics, 26(4), 89-103. Read More

Knapp et al. (2008) stated that considerable indirect and direct personal and public costs are incurred as a result of the challenges that youths with complex needs face in their attempts to finding employment. Research examining the performance for individuals with developmental disabilities reports poor outcomes in terms of social interactions, competitive work and earnings levels. Furthermore, it has been observed that the social networks of youths with such level of disability involve fewer friends compared to the networks of individuals without disabilities (Johnson et al. 1997). Different articles have been analyzed based on youths, parents, community members as key stakeholder group.

This helped to determine their perspectives and experiences on the challenges faced by youths as they transit from special developmental schools to adult life. Youths’ perspectives The youth with disabilities complained that they may share aspirations with their counterparts without disabilities. Unfortunately, different obstacles come along their way into transition to adult life. Researchers have often reported that youth with disabilities have not been given enough opportunity to fully participate in evaluation and planning services affecting their educational and career planning (Hitchings et al. 2001). Cooney (2002, p.432) examined the perspectives and experiences of youths with developmental disabilities.

The findings of the investigation showed that young adults stated openly how they preferred to be seen as fully functioning adults. Instead, they were considered as victims to the transition process that seemed to be burdened with poor services. Over and above, the young adults were relegated to a low status of client-hood and could often be denied the real opportunities to their life-long growth and development. Cooney refereed to what the young adults were offered with as the “manufactured programs” that did not suit the individual needs of the youth (Cooney, 2002).

It seems what the young adults were given did not fall under their ordinary needs in terms of honest work, personal living space as well as the freedom to have ample time with friends and families. Parents’ perspectives Cooney (2002) carried out a qualitative study on the parents’ perspectives. Cooney observed that the parents of high school students with disabilities seemed to be more pessimistic about their children’s future lives compared to parents of students without disabilities.

In a different research, community inclusion and citizenship for every young adult with disability has been considered by parents as significant results from the transition process (Hutchison, 2003). However, it has been argued that parents can benefit only if they actively involve in the transition planning because they support their children more on their aspect of decision-making and planning for their future lives (Goupil et al.2002). On the other hand, one article on the perspective of adult community members has emphasized on community capacity building as an ideal way through which adult community members are informed about the strengths and significant role played by youths with disabilities (Wynn et al.2006). Generally, it can be noted that more descriptive literature has argued for the influence of societal attitudes and beliefs on the importance of full participation of people with disabilities in community developments.

However, it is quite clear that little research has been done on the inclusion of youths with disabilities in community capacity building programs. Clegg et al. (2001) interviewed parents and staff who were responsible for the young adults with severe disabilities. The common issues that were raised by parents as they played the role of life planning for their children included making decisions despite the insufficient information and knowledge, feelings of abandonment where the young adults feel shut out of their child lives and have nobody to talk to and alienation due to the ever changing staff.

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