The period of transition from high school is challenging for most adolescents. There are a substantial number of life-changing decisions that transpire during this time. Choices must be made regarding career paths, continued education, future residence, and avenues for social activities and general integration in the community. Person-centered planning provides a structure for addressing these questions, with the interests and aspirations of the individual at the forefront. While much has been written about person-centered planning, there is still a sparse evidence base to support its use and no formal examination of the fidelity of implementation of these programs. This study utilized a multiple-baseline single subject design to assess the effects of structured meetings with performance feedback on fidelity of implementation of participants' action plan steps in their person-centered plan. Analysis of the results suggests a strong functional relation between the use of structured follow-up with performance feedback and activity related to the person-centered plan action plan. Quality of life data were also gathered prior to planning and prior to and following the performance feedback intervention, with little change in the scores across the three points in time. Social validity was also assessed. The implications of these findings are discussed.

Abstract Sexual autonomy is the right and capacity of each individual to decide and make choices about whom, when, and how they express themselves sexually. Individuals with intellectual disabilities have frequently been marginalized, oppressed, and left out of discussions about sexuality placing them at risk of abuse, unsafe sex practices, and unplanned pregnancies. The purpose of this qualitative study was to examine the usefulness of person-centered planning techniques in the development of an individual service plan that address the social-sexual needs of individuals with intellectual disabilities. Purposeful sampling was used to select 8 participants for this study. Specific participants were selected because they possessed personal perspectives and experiences regarding person-centered planning techniques. Data collection included semi-structured, open-ended questions with face-to-face interviews and document review. Code development began with systematic organization of narrative data that was thematically analyzed using open-coding. Findings showed the person-centered individual service plan is a tool that can empower and promote social-sexual autonomy for individuals with intellectual disabilities if service and support administrators initiate a conversation about social-sexual activity. Implications for social change include increased advocacy for sexual autonomy, greater social acceptance of relationships, inclusive sexuality programming for individuals with intellectual disabilities and professional development training for service and support administrators.

This study documents an experience in which a small group of cognitively and developmentally disabled adults expressed their personal goals and views related to art museum visits. A review of literature related to disability studies, museum access and inclusive programs, art therapy, and person-centered thinking provide background and context. Case study and qualitative interviews are used as methodologies to support an investigation of the use of person-centered thinking in the implementation of art museum programming for the study participants. Person-centered thinking is considered and assessed as an approach to structuring meaningful collaborations between visitors with disabilities and art museums. Data collected in the forms of visual and written response, observation, and documentation of interviews inform the findings, discussion, and analysis of the study's research goals. The resulting case study may be used by museums to structure visits with similar groups. This study contributes to a growing body of knowledge pertaining to how museums can best collaborate with disabled populations to create inclusive programs.

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The foremost aim of this study is inherent in my primary research question which asks how the families of adult children with intellectual disabilities understand and experience the transition that takes place when their children age out of high school. In order to achieve this goal, I turned to the families themselves and asked participants to recount their lived experiences during this important transition. Throughout my data collection and subsequent analysis, I relied on methods common to interpretative phenomenology to guide my process and ensure its viability. To this end, I have conducted a phenomenological analysis of participant narratives and provide a comprehensive portrayal of how parents experience and understand the transition that takes place when their adult children with intellectual disabilities age out of school. I have strived to embed this study within the framework of the existing literature and policy pertaining to this transition. I have enhanced this research with an original content analysis of news articles pertaining to the post-school lives of adults with intellectual disabilities. Finally, I undertook interviews with community and government representatives. When taken together, these elements illustrate how difficult it is for the parents of young adults with intellectual disabilities to replace the services and supports that they lose when their adult children age out of high school in Ontario.

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-10-11T19:40:32Z No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:20:17Z (GMT) No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:20:27Z (GMT) No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) / Made available in DSpace on 2016-10-21T12:20:34Z (GMT). No. of bitstreams: 1 TeseBJSL.pdf: 8802251 bytes, checksum: 24cd4056d2d595d58504ab5b905a5d11 (MD5) Previous issue date: 2016-02-25 / Não recebi financiamento / The higher education is increasingly a prerequisite for independence aiming for adulthood of young people today. Researchers have pointed out the importance of participation of young people with intellectual disability (ID) in this level of education so that they have better quality of life as adults. In this context, the general main purpose of this research is to analyze the effects of a Transitional Program for Adult Life in University Environment which aims to provide learning experiences for young people’s lives with ID. In order to make this study effective, it was implemented the Programa Próximos Passos (Next Steps Program), a transitional program for adult life in university environment at a University Center in the Metropolitan Region of Campinas (MRC), State of São Paulo. The study involved: four students with ID (two males and two females), aged between 18 and 26 years; nine teachers of special subjects and eighteen teachers of regular subjects from the University Center; and thirty-two tutors, higher education volunteer students, aged between 18 and 44 years. The study was characterized as experimental research, and, in order to make the aims effective, the following data collect tools were used: Support Intensity Scale (SIS); Field Diary Protocol; Activity Performance Registration Protocol for AB design and Mobile Criterion with Baseline and Interventions; and Social Validity questionnaire, which aimed to analyze the perceptions of teachers and tutors in the degree of satisfaction and importance of the program to increase the independence of the students with ID in higher education. Data were analyzed considering the performance of the participants in the Baseline Steps and Interventions of the experimental study. The results indicated that there was a gradual increase in the process of independence of the students with ID in higher education, with higher performance of activities relating to special subjects (learning throughout the life, employment, activities of daily living and social life) followed by academic subjects. The four students who participated in the program maintained the level of independence in the minimum average expected or above during the interventions performed on special subjects. In regular subjects, three of the four participating students remained at the minimum expected average or above, and only one student had difficulties in academic settings. These aspects were worked by teachers of special and regular subjects along with students with ID, with the help of tutors. Thus, this study showed possibilities for students with ID participate in programs in university environment. Because it is a very little-explored area on the national perspective, it is suggested further research in the area, as well as training programs for teachers and tutors aimed at promoting academic repertoire of students with ID in the university environment. / A educação de nível superior é cada vez mais um pré-requisito para a independência visando à vida adulta dos jovens na atualidade. Pesquisadores têm apontado a importância da participação de jovens com deficiência intelectual (DI) nesse nível de ensino para que eles tenham melhor qualidade de vida quando adultos. Nesse contexto, insere-se o objetivo geral desta pesquisa, que é analisar os efeitos de um Programa de Transição para a Vida Adulta no Ambiente Universitário que tem como finalidade propiciar experiências de aprendizagem para a vida dos jovens com DI. Para efetivação do estudo, foi implementado o Programa Próximos Passos em um centro universitário no interior do estado de São Paulo. Participaram da pesquisa: quatro estudantes com DI, sendo dois do gênero masculino e dois do feminino, com idade variando entre 18 a 26 anos; nove professores de professores de disciplinas regulares e dezoito professores de disciplinas regulares do Centro Universitário; e trinta e dois tutores, estudantes do Ensino Superior. O estudo foi caracterizado como pesquisa experimental e empregaram-se como instrumentos de coleta de dados: Escala Intensidade de Apoio (SIS), Protocolo de Diário de Campo, Protocolo de Registro de Desempenho de Atividades para o delineamento AB e Critério Móvel com Linha de Base e Intervenções, e Questionário de Validade Social. Os dados foram analisados considerando o desempenho dos participantes nas etapas de Linha de Base e Intervenções do estudo experimental. Os resultados indicaram que o desempenho dos participantes foi satisfatório em cada fase da pesquisa e nas aprendizagens em todo o processo de intervenção. Houve aumento gradual no nível de independência dos alunos com DI, com destaque nos professores de disciplinas regulares (aprendizagens ao longo da vida; emprego; atividades de vida diária; e vida social) seguidas das disciplinas acadêmicas. Os quatro estudantes que participaram do estudo mantiveram o nível de independência na média mínima prevista ou acima dela durante as intervenções realizadas pelos professores de disciplinas regulares. Nas disciplinas regulares, três, dos quatro estudantes participantes, alcançaram a média mínima prevista ou acima dela, e apenas um estudante apresentou dificuldades nas disciplinas regulares do curso. Observou-se que o Planejamento Centrado no Aluno associado às estratégias utilizadas pelos professores e apoio dos tutores na realização das atividades acadêmicas e sociais também contribuíram para o desenvolvimento e independência de cada participante. Dessa forma, o presente estudo apresentou possibilidades de alunos com DI participarem em programas no ambiente universitário com resultados satisfatórios. Por se tratar de uma área pouco explorada no panorama nacional, sugerem-se outras pesquisas na área, bem como programas de capacitação para professores e tutores visando à promoção do repertório acadêmico dos alunos com DI no ambiente universitário.