Transition process to adult life for students with an intellectual disability
This article presents the results of a study, which aims to enhance the understanding of the transition process to adult life for students with an intellectual disability. The research also targets the identification of strategies that foster the success of this transition. The qualitative methodology involved data documented through group experimentation of an iterative transition process, conducted over a 30-month period, as well as individual interviews. The group comprised the student with an intellectual disability, her mother, seven school and social services workers who provided them with services and support, and two researchers. The results show, firstly, that the student wishes to contribute fully through her social participation, and on her own terms and capabilities; and secondly, that the process of this transition to adult life is a complex one, particularly regarding the difficulties related to the lack of knowledge of services available post-transition, and the challenges of collaboration between the students, their families and support resources. The results of the study suggest seven intervention strategies which facilitate transition to adult life: (1) provision of information to the families; (2) participation of the student in paid or unpaid job activities; (3) assessment of the student’s abilities and competencies; (4) development and maintenance of basic learning skills; (5) portfolio development; (6) consolidation of a social network; and (7) planning to support social, professional and community activities.