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Published on: September 27, 2020
Transitions from school for young adults with intellectual disability: Parental perspectives on "life as an
Michael D Davies1, Wendi Beamish
1Griffith University, Brisbane, Australia. m.davies@griffith.edu.au
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.
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