Historically, there has been an effort to improve the inclusion of those with ‘disabilities’ including Down syndrome (DS). Societal perceptions of DS have been largely negative and may influence how individuals view their lives. Although there has been literature which has explored other people’s perspectives, there has been less which has asked those with DS to share their stories. The aim of the study was to explore the lived experiences and identity of four school-leavers with DS. A narrative approach was employed to elicit stories whilst participants were being recorded on film. A restorying procedure, a narrative tone and thematic analyses were then used to interpret the narratives. The findings revealed diversity in the way the participants spoke about their lives. All participants experienced factors which would have had a positive contribution on their identity development. However, some experienced other factors which may put them at-risk of foreclosing on their identity development. The implication of identity development for generating pragmatic or ambitious aspirations is discussed. I recommend that future research explores what is currently happening in educational settings to promote identity formation in those with DS and how this might be refined to harness positive outcomes for this group.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:760399 |
| Date | January 2018 |
| Creators | Kent, Annie |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8521/ |
Page generated in 0.0021 seconds