As youth with intellectual and developmental disabilities (IDD) leave school, they face several transitions including school to work or postsecondary education, family home to community living, and child oriented health care to adult care.
This paper was written for and by directors and staff of the networks of University Centers for Excellence in Developmental Disabilities Centers and the Leadership Education in Neurodevelopmental Disabilities programs. It is intended for faculty, staff, trainees, individuals with disabilities, and family members in these two networks as well as policy makers and partners in local and state disability organizations and agencies. The paper aims to promote a dialogue among key stakeholders and to facilitate their engagement in pursuing a more comprehensive, coordinated, supportive, and successful transition process for youth with disabilities from adolescence to young adulthood.
Along with the four core concepts essential to the development and implementation of effective transition plans and process, the authors of this document provide several pages of resources from the AUCD network. The focus of these resources are not on the projects that have a single agency or single discipline approach to transition but rather on initiatives that promote and utilize interdisciplinary practice.