Facilitating the Postsecondary Transitions of Youth with Moderate Intellectual Disability: A Set of Guidelines for Occupational Therapy Practice

Abstract

This paper presents a set of occupational therapy practice guidelines that addresses postsecondary transitions for youth with moderate intellectual disability. The transition to adulthood often poses significant challenges for such youth due to marked deficits in general mental abilities and adaptive functioning, including academic, social, and practical skills. These impairments typically lead to poor outcomes related to postsecondary education, employment, and independent living. These practice guidelines describe how occupational therapists can contribute to the transition process for youth with moderate intellectual disability. Additionally, a case study of evaluation and intervention methods for a transition-aged youth with moderate intellectual disability is presented.

Keywords:

• Moderate intellectual disability
• postsecondary transition
• occupational therapy practice

Acknowledgments

The authors would like to thank Diane Powers Dirette, PhD, OTL, FAOTA, and Lenin C. Grajo, PhD, EdM, OTR, for review of initial drafts.

Disclosure statement

The authors have no conflicts of interest to declare.