A Qualitative Study on the Role of High School in Supporting the Transition to Post-School Life for Young Men With Intellectual Disabilities

IF 1.3 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2025-10-28 DOI:10.1111/bld.70016

Sohil Alqazlan, Vaso Totsika

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引用次数: 0

Abstract

Background

The transition to adult life is complex for young men with intellectual disabilities, who face limited opportunities in education and the workplace. Though schools should support this process, little is understood about how these individuals prepare for the transition.

Methodology

Fifteen participants, including seven young men with intellectual disabilities, seven legal guardians, and a Ministry of Education inspector, were interviewed to provide insights on preparing for post-school life transition.

Findings

Findings highlighted that while young men with intellectual disabilities had generally positive high school experiences, preparation for transition was minimal despite existing educational policies.

Conclusion

The present findings highlight an implementation gap in Riyadh, where educational policies regarding IEPs are not implemented as intended, and vocational training policies fail to reach their full potential due to partial implementation. Communication between schools and families remained limited, even though students reported positive experiences at school.

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高中在支持智障青年男性向毕业后生活过渡中的作用的质性研究

对于有智力障碍的年轻男性来说，向成年生活的过渡是复杂的，他们在教育和工作场所面临的机会有限。虽然学校应该支持这一过程，但人们对这些人如何为过渡做准备却知之甚少。研究方法对15名参与者进行了访谈，其中包括7名智障青年、7名法定监护人和一名教育部督察员，以提供有关为毕业后生活过渡做准备的见解。调查结果强调，尽管有智力障碍的年轻男子总体上有积极的高中经历，但尽管有现行的教育政策，他们为过渡做的准备却很少。目前的调查结果突出了利雅得的实施差距，有关iep的教育政策没有按预期实施，职业培训政策由于部分实施而未能充分发挥其潜力。学校和家庭之间的沟通仍然有限，尽管学生们报告了在学校的积极经历。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.