What is it about?
We asked young people with intellectual disability in Australia about their experiences of transitioning from school and starting adult life. Our newly published research suggests pre-transition planning for school leavers with disability is inconsistent or lacking. Most participants felt excluded from making decisions for life after school and needed support to access and navigate the National Disability Insurance Scheme (NDIS). After school, most participants longed to find a paid job, friends, and a life partner but felt they were missing out on these typical adult milestones. They told us it was difficult to find service providers to help them reach their goals. Many felt isolated and in a perpetual state of transition.
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This page is a summary of: Young people with intellectual disability speak out about life after school: “I want to do more in life than just…be a disability person”, Journal of Intellectual & Developmental Disability, August 2023, Taylor & Francis,
DOI: 10.3109/13668250.2023.2245276.
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Resources
Stuck in 'perpetual transition': Improving life beyond school for people with an intellectual disability
Leaving high school can be a moment of great excitement and sometimes great stress. Suddenly you're meant to know what you want to do with your life and what the steps are to get there. At the same time, the structure and routine you're used to vanishes overnight. For people with an intellectual disability it's the same big transition, but is there enough support to help them reach the same milestones that many of us take for granted? Guest: Lise Ludwig Mogensen, associate professor, Medical Education, Research and Evaluation, School of Medicine, Western Sydney University
More than a ‘disability person’. What finishing school is like for youth with intellectual disability
Short article in The Conversation Leaving school and figuring out what’s next is challenging for young people. For those with disability, it is even harder. It is often a time when supports are withdrawn as they leave the heavily structured school environment. We asked young people with intellectual disability about their experiences of transitioning from school and starting adult life. Our newly published research suggests pre-transition planning for school leavers with disability is inconsistent or lacking.
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