“Their Senior Year”: Family and Service Provider Perspectives on the Transition from School to Adult Life for Young Adults with Disabilities

Abstract

Transition from school to adult life has recently become a significant concern for policy makers, educators, adult service providers, and families who have a son or daughter with a severe disability. How individuals understand this transition can be an important source of information for efforts in this area; yet little or no specific data currently exist on how transition services are being provided and whether or not they facilitate successful outcomes for young adults with disabilities. The purpose of this research was to discover how transition from school to adult life is experienced and understood by particular young adults with disabilities, families, and service providers. Qualitative methods were utilized over a 16-month period to gather and analyze data on the transition process for 11 young people with disabilities. Eight main themes emerged from the data: differing future expectations for young adults with disabilities; inconsistent implementation of special education curricula and lack of inclusive educational practices; lack of transition related knowledge; hastily and poorly coordinated transition planning; a prevalence of restrictive views on employment and community living opportunities for adults with disabilities; low levels of family participation; outcomes of unemployment and isolation for most young adult participants; and significant benefits of supported employment and community inclusion. The study has implications for policy making regarding transition, and recommended service practices are offered.

Keywords

adults employment inclusion independent living job placement qualitative research secondary programs supported employment transition vocational training

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