Integrating Normative Identity Processes and Academic Support Requirements for Special Needs Adolescents: The Application of an Identity-focused Cultural Ecological (ICE) Perspective

The adolescent period continues to be a challenging phase of the life course. Irrespective of available economic resources, race, ethnicity and environmental supports, it is usually viewed as a burdensome period. The stage has special preparatory and historical relevance as youths move into young adulthood and the world of work. For particular periods of the life course, such as adolescence, developmental phases and transitions are unusually vulnerable, which makes prevention efforts more arduous although essential. Context quality and the importance of stable structural supports remain priority consideration, irrespective of the available economic resources. These themes are particularly relevant for youngsters deemed educationally or emotionally disabled. The responsibilities for maximizing youths academic performance, smoothing their transition from the early teen years, throughout middle and secondary schooling and into post-secondary training, and introducing them to the world of work are daunting developmental tasks. Accordingly, this article asserts the design and implementation of a contextually unique, culturally sensitive and educationally enhanced program and the application of an Identity-focused Cultural Ecological (ICE) intervention model designed to maximize the work skills, training, and educational outcomes of disabled adolescents and young adults.