How far can social role valorisation theory help in transition planning for a school‐leaver with significant special needs?

Accessible Summary: After they leave school, lots of young people with disabilities do not enjoy the good things in life such as going to college, having a paid job and meeting friends.Social role valorisation (SRV) theory says that in order to enjoy the good things in life, people need to have valued social roles.This project used SRV theory to help to plan for a good life for a 17‐year‐old student with a learning disability during her final year in school.As a result of the individualised supports she received, which were guided by SRV theory, Rutchelle gained many valued social roles including employee, commuter, gym member, girlfriend, consumer and adult. However, she still did not have as many relationships or as good a social life as other 18‐year‐olds. Most importantly, she did not have many choices about what she could do when she left school.The research shows that SRV theory is useful in transition planning, but that other theories such as inclusion and the social model of disability are very important if people with disabilities are to enjoy the good things in life. Background: Research suggests that, in spite of legislation, the process of transition from school is problematic for most young people with disabilities. Best practices in transition emphasise the importance of providing personalised transition supports. This study, which took place in Ireland, aimed to explore the application of social role valorisation (SRV) theory to the transition process for one school leaver with a moderate Intellectual Disability. Materials and Methods: A single case research design was used. Data was collected over a period of nine months through interviews, observations and document analysis. Thematic analysis based on SRV principles and themes was conducted to analyse the data. Results: This research found that, while the participant experienced many of 'the good things of life' by the end of the project, she had fewer relationships and a more limited social life than would be typical for an 18 year old. In addition, she was restricted in her post‐school choices in spite of her enhanced image, competencies and valued social roles. Conclusions: This study suggests that, while SRV theory is useful in guiding the transition process, it may need to be adapted in order to reconcile with more contemporary movements in the field of disability, such as the Social Model of Disability and Inclusion, if it is to become a guiding theory in the delivery of personalised supports during the period of transition from school to adult life. [ABSTRACT FROM AUTHOR]