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<p>Coming of age can be challenging for people with mild intellectual disabilities, who remain more dependent on their families than their typically developing peers. The purpose of this study was to determine how young adults with mild intellectual disabilities experience the transition into adulthood within family settings. The research was conducted in Poland. Fifteen young adults with mild intellectual disabilities participated in semi-structured interviews. Since this study relied on grounded theory, which prescribes that initial analytical results be validated against and modulated by the information acquired in due course (Glaser et al., <CitationRef CitationID="CR25">1968</CitationRef>), data collection and analysis were performed mostly in parallel rather than in a linear sequence. Reflexive thematic analysis was employed to identify patterns of meaning in the data (Braun &amp; Clarke, <CitationRef CitationID="CR7">2006</CitationRef>, <CitationRef CitationID="CR8">2020</CitationRef>). The starting point for this study is the fact that individuals with disabilities heavily depend on their families for support and comprehensive assistance even as they undergo adolescence, which is a period specifically associated with a struggle for autonomy. The findings of this study contribute to the understanding of how young people with intellectual disabilities transition into adulthood.</p>

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Outlook of Young Adults with Mild Intellectual Disabilities on Family Relationships during Adolescence in Poland

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月24日

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  • Jakub Niedbalski

摘要

Coming of age can be challenging for people with mild intellectual disabilities, who remain more dependent on their families than their typically developing peers. The purpose of this study was to determine how young adults with mild intellectual disabilities experience the transition into adulthood within family settings. The research was conducted in Poland. Fifteen young adults with mild intellectual disabilities participated in semi-structured interviews. Since this study relied on grounded theory, which prescribes that initial analytical results be validated against and modulated by the information acquired in due course (Glaser et al., 1968), data collection and analysis were performed mostly in parallel rather than in a linear sequence. Reflexive thematic analysis was employed to identify patterns of meaning in the data (Braun & Clarke, 2006, 2020). The starting point for this study is the fact that individuals with disabilities heavily depend on their families for support and comprehensive assistance even as they undergo adolescence, which is a period specifically associated with a struggle for autonomy. The findings of this study contribute to the understanding of how young people with intellectual disabilities transition into adulthood.