Issue #54: Facilitating Transition from School to Adulthood for Students With Mild To Severe Intellectual Disabilities: A Literature Review
This issue of NASET's Educating Children with Severe Disabilities series will cover the following topic:
Facilitating Transition from School to Adulthood for Students With Mild To Severe Intellectual Disabilities: A Literature Review
This issue of NASET’s Severe Disabilities series was written by Marissa Desiree Pardo. The article is a literature review about facilitating the transition from school to adulthood for youth with mild to severe intellectual disabilities. The five articles being discussed will touch upon innovative solutions to ease the transition process for young adults, identifying various transition opportunities for youth with severe intellectual disabilities, roles of stakeholders in transition planning, and identity constructions for youth with mild intellectual disabilities. As a result of reading the literature, it was apparent that there are still many obstacles that create difficulties for parents and young adults who are transitioning from school to adult life, post-secondary school, or the workforce. Though many resources are cited in the articles to ease the transition, there is little implementation of these strategies in the real world. Through the use of these strategies, it is implied that improvements can be made for youth who are transitioning to adulthood.
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