Family carers' perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity
Article first published online: 23 JUL 2012
© 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID
Journal of Intellectual Disability Research
Volume 57, Issue 10, pages 936–946, October 2013
How to Cite
Raghavan, R., Pawson, N. and Small, N. (2013), Family carers' perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity. Journal of Intellectual Disability Research, 57: 936–946. doi: 10.1111/j.1365-2788.2012.01588.x
- Issue published online: 26 AUG 2013
- Article first published online: 23 JUL 2012
- Accepted 24 May 2012
- intellectual disability;
Background School leavers with intellectual disabilities (ID) often face difficulties in making a smooth transition from school to college, employment or more broadly to adult life. The transition phase is traumatic for the young person with ID and their families as it often results in the loss of friendships, relationships and social networks.
Method The aim of this study was to explore the family carers' views and experiences on transition from school to college or to adult life with special reference to ethnicity. Forty-three families (consisting of 16 White British, 24 Pakistani, 2 Bangladeshi and one Black African) were interviewed twice using a semi-structured interview schedule. The carers were interviewed twice, Time 1 (T1) and Time 2 (T2), T2 being a year later to observe any changes during transition.
Results The findings indicate that although transition planning occurred it was relatively later in the young person's school life. Parents were often confused about the process and had limited information about future options for their son or daughter. All family carers regardless of ethnicity, reported lack of information about services and expressed a sense of being excluded. South Asian families experienced more problems related to language, information about services, culture and religion.
Conclusions The majority of families lacked knowledge and awareness of formal services and the transition process. Socio-economic status, high levels of unemployment and caring for a child with a disability accounted for similar family experiences, regardless of ethnic background. The three key areas relevant for ethnicity are interdependence, religion and assumptions by service providers.