I programmi a sostegno della transizione al lavoro di giovani con disabilità intellettiva: una integrative review

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Ivan Traina, Marco Andreoli, Luca Ghirotto, Geraldine Leader
Anno di pubblicazione 2022 Fascicolo 2022/2 Lingua Italiano
Numero pagine 20 P. 264-283 Dimensione file 0 KB
DOI 10.3280/ess2-2022oa14236
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L’obiettivo della presente integrative review consiste nel fornire una mappatura dei programmi di transizione scuola-lavoro rivolti a giovani adulti con disabilità intellettiva realizzati nell’ultimo decennio. I programmi discussi in letteratura potrebbero, infatti, informare potenziali percorsi nel contesto italiano. Tramite il processo di revisione sistematica abbiamo inizialmente identificato il divario nella ricerca, maggiormente focalizzata sull’età infantile e adolescenziale che sull’età adulta delle persone con disabilità intellettiva, e in particolare rispetto ai programmi di transizione al lavoro e alla vita adulta. Per far fronte alla necessità di un approfondimento dei programmi basati su studi empirici, è stato impiegato il metodo della integrative review, perché in grado di contribuire all’individuazione di pratiche educative basate sull’evidenza. L’analisi e la sintesi dei risultati degli studi selezionati hanno consentito di individuare sei ricerche, che sono state inseguito valutate dal punto di vista della qualità. I risultati sono stati discussi e le implicazioni per future ricerche in questo ambito messe in luce, al fine di arricchire il dibattito sui programmi di transizione rivolti a giovani adulti con disabilità intellettiva.;

Keywords:; Integrative review; programmi di transizione; mercato del lavoro; giovani; adulti; disabilità intellettiva

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Ivan Traina, Marco Andreoli, Luca Ghirotto, Geraldine Leader, I programmi a sostegno della transizione al lavoro di giovani con disabilità intellettiva: una integrative review in "EDUCATION SCIENCES AND SOCIETY" 2/2022, pp 264-283, DOI: 10.3280/ess2-2022oa14236