Learner-centredness, partnerships and participatory action learning and research: A triad of transitioning in a special needs education context for sustainable development

Abstract

Despite growing global awareness of and advocacy for disability rights, it is difficult to sustain meaningful transition goals for young adolescents with severe intellectual disabilities, especially regarding employment opportunities. Existing evidence from research in the field of education for sustainable development points to the benefit of involving multiple stakeholders in the transition plans of young people, in this case with severe intellectual disabilities, in order to move towards sustainable development through education. This chapter reports on research undertaken to address the question 'How can family−school−community partnerships better meet the support needs of adolescents living with severe intellectual disabilities, before and during the transition?' Guided by the quality-of-life theory, we provide empirical evidence from a participatory action learning and action research project that a combination of three essential features underpins a transition process that promotes development that is sustainable. We call these three features the 'transition triad', comprising (1) a learner-centred mindset, (2) guiding the creation of working partnerships between the school, community and parents and (3) implemented within a participatory action learning and action research framework. The study shows how collective action and continuous learning could advance sustainable development goals, particularly in the context of promoting inclusion for adolescents with disabilities through education. It is argued that a framework for the development of sustainable transition plans for learners with any level of intellectual disability holds the potential to improve the lives of not only these young people but also their family members.