A longitudinal study of post‐school provision for Irish school‐leavers with intellectual disability
Bibliographic record
Abstract
Accessible summary In Ireland school leavers with intellectual disabilities were tracked over a 10‐year period from 2004 to 2014. Nearly half were no longer known to services after 10 years. In the 5 years after leaving school, most young adults went to either training centres or to care centres. After 10 years, most were placed in care centres. Few were getting help to obtain paid work or were receiving support in the community. New models of day supports are being promoted by the Government but they are not widely available. Shortage of money and pressure to provide places for school leavers may have contributed to the growth of attendances in care centres. Abstract Background In recent years, efforts have been made to improve the transition of pupils with intellectual disabilities to adult services and to offer a wider range of choices. However, there have been few longitudinal studies to monitor the services provided to young adults post‐school. This case study in the Republic of Ireland identified the services provided 5 and 10 years after pupils had left school. Method Using records from the National Intellectual Disability Database ( NIDD ), a cohort of 3,206 young people aged 14 to 21 years in 2004 were followed up in 2009 and again in 2014. The pathways to different types of services were identified. Results Upwards of 50% of school leavers were no longer in receipt of services 10 years later. Most had mild intellectual disabilities. Of those who were still involved with services, after 5 years most attended either training centres or care centres with small proportions in sheltered workshops or employment schemes. By 2014, most students leaving training centres had transferred to care centres; including those with mild disabilities. There had been little increase in the numbers receiving other types of day support. Conclusions Care centres remain the most common form of day services provided to school leavers in the Republic of Ireland. The economic recession may have contributed to this. Recent government policies aim to promote more innovative day supports with a focus on employment but further cohort studies should monitor the success of these initiatives.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.038 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".