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Transitioning to Adulthood as a Young Person with an Intellectual Disability: Two Case Studies of Mothers’ Perceptions

Gabrielle Wilcox, Jocelyn McQuay, Kailyn Jones


Making the transition from high school to adult life is a challenging process for youth with Intellectual Disabilities (ID).  Complicated policies, fragmented systems, and uncoordinated services contribute to the problem.  Youth with ID need ongoing support to transition successfully, and this support often comes from their parents.  The current article presents the findings from two case studies that examined mothers’ perceptions of the process of supporting their children with ID through transition from high school to adulthood.  Factors that supported and hindered successful transition, as well as supports or resources that mothers wished they had during transition are presented.  


Intellectual Disabilities, transition, mothers, adolescents, young adults

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ISSN: 1923-1857
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