Father of a young adult with intellectual disability: autonomy as an educational challenge

Simone Visentin

In the empirical work, where we assumed a mixed approach, we met a group of fathers whom, in general, are satisfied about the relationship with their disabled sons and daughters. They have had to build by themselves their father role, through a daily negotiation inside the family. Instead of thinking themselves as bridges for the transition to the adulthood of their sons and daughters, they ask that different educational figures — teachers and professionals — are more engaged in the paths of their sons and daughters’ growth.


Fatherhood, young with intellectual disabilities, autonomy and self-determination, parents and professionals relationship, life design.