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"Research results suggest that young people with intellectual disabilities have visions for their future. Unfortunately, these are often in conflict with the expectations of those around them, and as a result, these visions remain unfulfilled," said Jan Šiška, head of the research team.

It was Jan Šiška and Marie Černíková from the Department of Education at the Faculty of Education, University of West Bohemia in Pilsen (FPE UWB), who presented part of their PEDAL project at the University of Minnesota. The project is funded by the Czech Science Foundation. The research team led by Jan Šiška explores how young people with intellectual disabilities experience the transition from school to adulthood. At the Institute on Community Integration, they jointly presented creative workshops used within the project to capture personal life stories.

In interviews and creative workshops, young people with intellectual disabilities shared their ideas and plans for life after school. "These included work, social relationships, and housing. We also conducted retrospective interviews with individuals who had already gone through the transition from school to the next stage of life. They shared their experiences with low expectations from those around them, broken social ties after leaving school, or feelings of failure and despair. One girl, for example, said she loved animals and wanted to work in a cat shelter. But she couldn’t, because she supposedly didn’t have a degree in veterinary science," Šiška explained.

Based on the research, the experts propose a targeted and systematic approach to identifying the individual needs and wishes of young people with intellectual disabilities—and respecting these in their preparation for the transition period. "Experiencing success and fulfillment in everyday life should not be a privilege only for those 'without disabilities'. Some just need a welcoming, respectful environment and support tailored to their individual needs," Šiška added.

"Through visual art and creative drama techniques, participants document both the ordinary and extraordinary details of daily life during their final year in institutional education. Six inclusive workshops contributed to personal and social growth for all involved," said Marie Černíková. "These creative participatory workshops are a huge source of inspiration for future educators. They strengthen empathy, foster creativity, and develop the ability to truly listen," Černíková added.

Since Minnesota is the U.S. state with the second-largest number of residents identifying as of Czech descent (after Texas) and is home to many Czech cultural organizations, Marie Černíková also presented two puppet performances during her stay—one for adults inspired by a novel by Ladislav Fuks, and one for children. The performances, held at the headquarters of Minnesota Sokol, attracted around 70 spectators, including members of the Czech community, their descendants, and artists interested in puppetry.