Transitions from school for young adults with intellectual disability: Parental perspectives on "life as an adjustment"

Abstract

Background: Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life.

Method: A mailed survey gathered statewide data from parents (N = 218) whose family member had completed schooling at a secondary or special school. The majority of those participating were parents of adults with intellectual disability and high support needs.

Results: Findings detail school preparation for employment, community activities, and daily living; parent and student involvement in transition goal-setting; and post-school outcomes for young adults and their families.

Conclusions: Parental reflections on family adjustment and life satisfaction for the young adult since leaving school highlight the lack of post-school options and the impact of these circumstances on the whole family.