Background: The transition from school to adult life is challenging for young people with intellectual disability. The study aimed to explore how young people with intellectual disability themselves experience the transition from school to adult life. Methods: A co-designed, qualitative study. Thematic data analysis of qualitative survey…

Background: After decades of planning, nurses played a pivotal role in achieving the closure of large residential institutions for people with intellectual disability by 2018. This paper describes the experiences of nurses facilitating the closure of these institutions in New South Wales and Victoria, Australia. Method: An interview-based,…

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: Parents experience difficulties supporting children with intellectual disabilities when they exit the school system. One promising way to mitigate this problem is to set up school-based parent support groups. This study aimed to examine the development and feasibility of school-based parent support groups in South Korea designed to…

Background: We examined whether a series of variables were related to the number of psychiatric inpatients using publicly available data about English psychiatric bed utilisation and NHS workforce. Method: Using linear regression, with auto-regressive errors, we examined relationships between variables over time using data from December 2013 to…

Background: Parents play a key role in the transition process of their children. After high school students with intellectual disabilities leave the school system, they need the cooperation of schools and families to ensure successful employment and independent living. Methods: A case study was conducted in a Taiwanese high school special…

The 2021 amendment to Türkiye's Special Education Service Legislation marked a milestone by repealing the statement excluding Special Education Vocational School graduates from pursuing higher education. This granted students with intellectual disabilities (ID) the right to attend higher education. However, both schools and universities lack…

In most countries, people with intellectual disability are largely excluded from competitive employment. Research has identified school- and workplace-related barriers that may hinder their participation in the labour market. Yet, information about available work opportunities for employees with intellectual disability is lacking. This study aims…

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: In many countries, the goal of secondary education for students with intellectual disabilities is to transition to the labour market. However, research and reviews consistently show that employment rates are very low for graduates with intellectual disabilities. The aim of this article is to scrutinise the preparation for…

Background: Young people with intellectual disability experience important transitions as they move towards independent adult living. Transition is supported by self-determination, comprising volition (making conscious choices) and agency (acting with intention). Dialogic interactions that legitimise students' voices potentially promote…

Background: Australian research indicates that post-parental care transitions are rarely planned and primarily occur following a crisis for a primary carer. This paper examines disability staff perceptions of transitions for people with intellectual disability and their ageing carers in rural South Australia. Method: A focus group interview model…

Background: The principal destinations for school leavers with intellectual disabilities from special schools in Ireland are further education (FE) through providers such as the National Learning Network or training and employment (TE) within adult day services and rehabilitation centres. In 2015, a number of inherent barriers to participation in…

This paper reports on a qualitative, longitudinal case study conducted in England that explored the transition experiences of autistic students with intellectual disabilities (ID) as they left special school to go to colleges of further education (FE). Sequential interviews with six young people, their parents/carers and educators were developed…