A Paradigm for Improving Transition Planning for Adolescents With Intellectual Developmental Disorder

Families of children with intellectual and developmental disorder (IDD) face unique challenges while navigating the transition into adulthood, such as finding suitable housing, optimizing independence, fostering meaningful relationships, and identifying a vocation.^1-3 Often, the daily struggles of managing the individual's needs overshadow essential long-term preparation. Individuals with IDD and their families need guidance to transition from an entitlement-driven system (special education) to multiple eligibility-driven systems (adult care, postsecondary education services, housing supports, etc). The majority of those currently involved in transition planning are school personnel, followed closely by family members. Few of these planning meetings include the individuals themselves or personnel from outside agencies, such as social services and mental health.² The complexity of these systems marginalizes this population by creating barriers to accessing necessary support. This is where psychiatrists, especially child and adolescent psychiatrists, can create a bridge.