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
Resumen 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.
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