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.

Keywords:

• transition
• adults with intellectual disability
• post-school
• parental perspective
• family adjustment
• self-determination