Problematizing Transition to Adulthood for Young Disabled People
Notice bibliographique
Résumé
The purpose of this critical qualitative study was to understand how transition to adulthood for young people with developmental disabilities (DD) is constituted as a ‘problem’ in policies and practices across sectors in Ontario and the implications for these young people and their parents. This transition to adulthood has been identified as a policy problem in three provincial government sectors in Ontario, Canada—rehabilitation, education, and developmental services. The problem is predominantly framed as a service transition issue, particularly when young people ‘age out’ of pediatric health services by age 19 and public education by age 21, and seek adult-oriented programs and services. Transition policies have been developed in each sector, shaped by both explicit and implicit understandings of key concepts, such as disability and adulthood. These understandings function to constitute transition as a particular kind of problem, and play a key role in what is considered and proposed to address it, but also what is not considered or potentially neglected or even ignored. What is and is not considered has implications for the health and daily lives of young disabled people and their families. Guided by a problem-questioning approach to policy analysis proposed by Carol Bacchi, I used a multimethod design, including analysis of three policy documents and in-depth interviews with 13 parents, to examine how transition to adulthood is constituted as a problem. My analysis revealed that normative assumptions about ways of being, becoming, and acting as an adult shaped an implied problem of disabled children and their inadequate progression to socially valued adult roles and activities. Policies shaped by these assumptions had both positive (e.g., feelings of self-worth for achieving or approximating socially valued roles and activities) and unintended negative effects (e.g., social exclusion, stress or anxiety when adult roles were not achieved) on young disabled people and their parents. These findings highlight opportunities for rethinking the policy problem in ways that can mitigate unintended harmful consequences on young people with DD and their families and for improving their health and daily life circumstances through healthy public policy and cross-sector coordination.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».