Marco de referencia para orientar los programas educativos dirigidos a la Transición a la Vida Adulta de jóvenes con discapacidad intelectual y del desarrollo: una revisión de la literatura

• YURREBASO ATUTXA, Garazi ^[1] ; MARTÍNEZ-RUEDA, Natxo ^[1] ; GALARRETA LASA, Javier ^[2]
  1. [1] Universidad de Deusto

     Universidad de Deusto

     Bilbao, España

     
  2. [2] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: Siglo Cero: Revista Española sobre Discapacidad Intelectual, ISSN 2530-0350, Vol. 51, Nº 1, 2020, págs. 7-30
• Idioma: español
• DOI: 10.14201/scero2020511730
• Títulos paralelos:
  • A framework of reference to guide educational programmes aimed at the transition to adult life of young people with intellectual and developmental disabilities: A review of the literature
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    La planificación de los procesos de transición de los y las jóvenes con discapacidad es recogida por la literatura como uno de los aspectos más complejos a los que se enfrenta el sistema educativo. En la actualidad, el reto de estos programas educativos es identificar buenas prácticas que permitan la consecución de resultados de vida adulta valorados. Por tanto, la finalidad de este estudio es definir un marco de actuación desde el que analizar y orientar las prácticas de estos programas para la transición. Para ello, en base a una propuesta global en la que identifican siete grandes dimensiones de buenas prácticas de los programas de transición, el objetivo es, en primer lugar, revisar la literatura en relación a cada una de estas dimensiones sintetizando los componentes principales e implicaciones para su desarrollo y, en segundo lugar, destacar aspectos clave para la respuesta desde los programas educativos. Los resultados muestran que se identifican orientaciones y recomendaciones para el desarrollo de cada una de las dimensiones, así como obstáculos y dificultades que se derivan de la experiencia, concluyendo puntos de partida y aspectos a tener en cuenta a través de los distintos servicios y los diversos agentes.

  • English

    The transition planning process of young people with disabilities figures in the literature as one of the most complex aspects facing the education system. The current challenge for these educational programmes is to identify good practices that allow the attainment of valued results in adult life. Therefore, the purpose of this study is to define a framework of action from which to analyse and guide the practices of educational programmes for the transition. To this end, based on global proposal in which seven major dimensions of good practices of the transition programs are identified, the aim is, firstly, to review the literature in relation to each of these dimensions synthesizing the main components and implications for their development, and, secondly, to highlight key aspects for the response from educational programmes. The results show that guidelines and recommendations are identified for the development of each of the dimensions, as well as obstacles and difficulties derived from experience, identifying points of departure and aspects to be taken into account in terms of the different services and the various agents.

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