Authors:
Dyke P, Bourke J, Llewellyn G, Leonard H
Authors notes:
Journal of Intellectual and Developmental Disability. 2013;38(2):149-162
Keywords:
Adulthood, Down syndrome, ICF, Intellectual disability, Rett syndrome, School, Transitions
Abstract:
The transition from school to adulthood for young adults with an intellectual disability involves movement from a generally secure and supported school environment to an emerging adult life that may be characterised by a wide variation in adoption of adult roles related to employment, independent living, friendships, and day activities.
Themes that emerged included adult roles assumed during the day, accommodation, quality of life, living a "good" life, and family impact.
In contrast with Rett syndrome, mothers of young adults with Down syndrome described more difficult pathways to attaining stability in adult roles.
Environmental facilitators and barriers emerged in the area of support, relationships, services, systems, and policies.