This article utilizes ethnographic research methods to evaluate the impact of mediation on the transition outcomes of persons with mild mental retardation.
The involvement of parents and the focal persous was disproportionate to that of school and agency personnel.
School and agency efforts most often resulted in sheltered employment, while personal or parent mediation resulted more often in self-employment and continuing education outcomes.
Strategies used by focal persons, their parents, and agencies or schools are discussed in relation to : (a) empowerment and self-determination, (b) the social dimensions of transition planning and « balanced mediation, » and (c) the Individualized Education Program meeting as a planning tool for developing balanced mediation and identification of mentor relationships.
Mots-clés Pascal : Politique sanitaire, Intégration sociale, Arriération mentale, Transition, Milieu scolaire, Milieu professionnel, Environnement social, Réseau social, Etats Unis, Amérique du Nord, Amérique, Santé mentale, Adulte jeune, Homme, Déficience intellectuelle, Trouble développement
Mots-clés Pascal anglais : Health policy, Social integration, Mental retardation, Transition, School environment, Occupational environment, Social environment, Social network, United States, North America, America, Mental health, Young adult, Human, Intellectual deficiency, Developmental disorder
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0371361
Code Inist : 002B18H05A. Création : 14/12/1999.