1. Objectifs

Intentions :
«[T]he objective of this study was to [d]ocument factors impacting the transition to adulthood of youth with severe to profound ID [intellectual disability] and [p]ropose potential solutions to facilitate the process of planning this period from the perspective of professionals from the healthcare, education and community sectors involved in this process.» (p. 2)

2. Méthode

Échantillon/Matériau :
«Seven professionals participated in the individual interviews […]. Three of the key informants came from the healthcare sector. One was a special educator working in an intellectual disability rehabilitation centre providing specialised secondary care services designed to foster their social integration and participation. The other two healthcare informants were social workers delivering specific primary care services. […] The two informants from the education sector were educational psychologists who worked in a specialised public school. […] The last two participants worked in a community organisation providing daily activities services for people with all levels of intellectual disability […].» (p. 4) «Participants were recruited mainly with the help of managers of the Intellectual Disability-Autism Spectrum Disorder-Physical Disability programme of the participating CISSS [Centre intégré de santé et services sociaux], a specialised school and a community organisation.» (p. 3)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«According to the key informants who participated in this study, various factors contribute to making the transition between childhood services and adult services difficult. First, it is interesting to compare parents’ views regarding obstacles to the transition to adult life with the views of professionals from various clinical settings. When we compare the results of studies conducted with parents of youth with various levels of ID […] with the results of this study, we find some similarities across obstacles mentioned by parents and professionals, including the shortage of places in daily activities centres, lack of capacity development activities, and limited adapted transport. One subject that was only briefly mentioned by the informants but stressed by the parents of youth with severe to profound ID was psychological support for parents during this important step […]. Parents experienced some negative emotions, such as frustration and anxiety, related to the transition to adulthood […]. Although the response to this need emerged as being particularly important to parents, the professionals felt helpless since they had little power to act concerning support for parents. […] Since parents mention they experience a good deal of distress at the mere thought of this transition, even several years before school ends […], it remains essential that they be accompanied a few years before the transfer from school to adult life.» (p. 8)