Background: Increasing numbers of older adults with intellectual disabilities are living with ageing parents. These families need support to plan for the future to avoid crisis interventions following parental death. Method: Interviews and focus groups were conducted with people with intellectual disabilities (aged 40+) (N = 9), parents (N = 11)…

Background: It is well documented that many adults with intellectual disabilities live with ageing parents, often without concrete plans for transitioning to alternative living arrangements. Little is known about transition experiences once they occur. This study explores the experiences of adults with intellectual disabilities and their family…

Background: We evaluated a transition to retirement intervention that adapted strategies used to support employment of people with intellectual disability in mainstream workplaces. The intervention facilitated their independent participation in mainstream community groups and volunteering. Methods: We randomised 29 older Australians who…

Background: Previous research has shown that post-secondary collegiate vocational educational programs often have positive effects on employment outcomes for young adults with intellectual and developmental disabilities. Aims: Using secondary data of a program in the United States collected over several years, we examined which intervention…

Students with disabilities are entitled to an effective transition to post-school instruction, community commitment, employment opportunities, and living independently. They may require assistance from educators and parents in order to make that transition as successful as possible (Povenmire-Kirk et al., 2017). In the course of recent decades,…

Background: Nordic welfare models are characterised by emphasising both social security and labour market participation. Nevertheless, most people with intellectual disability either receive a disability pension or work in sheltered workshops. While transitions into integrated employment have been studied, transitions from school to sheltered…

Intellectual disability (ID) persists from birth through adulthood and aging. Thus, the support provided to individuals with intellectual disabilities (IwID) in adulthood is essential to increase their self-determination and quality of life. This research aimed to determine how IwID may receive support for education, working life, accommodation,…

Background: Within the current literature, there is a focus on early transition experiences, such as people's school years, while adulthood remains a lesser researched chapter in the lives of people with intellectual disabilities. Furthermore, most studies focus on those with mild or moderate intellectual disabilities and people with severe or…

Background: In recent years, efforts have been made to improve the transition of pupils with intellectual disabilities to adult services and to offer a wider range of choices. However, there have been few longitudinal studies to monitor the services provided to young adults post-school. This case study in the Republic of Ireland identified the…

Background: Transition partnerships are considered a key factor in fostering transition to adulthood for young people with intellectual disability (ID). The aim of this research was to analyse the transition partnerships between services and projects that support young people with ID in their transition to adulthood from the perspective of the…

To meet current federal regulations and provide the opportunity for individuals to receive services in the least restrictive environments, states are focusing on providing day habilitation services in inclusive community environments, rather than traditional congregate facility-based programs. The two main services of day habilitation focus on…