This report draws on research to identify and address barriers to coordinated approaches to transitioning youth with intellectual and developmental disabilities from high school to work or post-secondary education, from family home to community living, and from pediatric to adult health care. It recommends core concepts that should characterize transition planning and processes and details public policy implications. Four core concepts for transition planning and processes include: (1) self-determination, (2) cultural proficiency, (3) interagency collaboration, and (4) inclusion of all perspectives, disciplines and organizations that will impact the transitioning student.
Antosh, A. A., et al. (2013). A Collaborative Interagency, Interdisciplinary Approach to Transition From Adolescence to Adulthood. Silver Spring, MD, Association of University Centers on Disabilities.