Transition Planning for Young Adults with Developmental Disabilities
Summary
Transition planning encompasses the coordinated set of activities, services and supports designed to guide young people with developmental disabilities from adolescence into adulthood. This process addresses educational completion, vocational training, healthcare continuity and social participation, with the ultimate aim of fostering independence, community inclusion and quality of life. Effective planning is inherently person-centred, bringing together the young adult, family members, educators, healthcare professionals and vocational practitioners to co-design tailored pathways. Key components include assessment of individual strengths, preferences and needs; development of self-determination and decision-making skills; coordination of interdisciplinary teams; and linkage to adult service systems. Globally, there is growing recognition that early and sustained preparation, underpinned by robust policy frameworks and systematic evaluation, can mitigate risks of unemployment, social isolation and health disparities. Digital tools, peer mentoring and family support networks have emerged as practical innovations, while ongoing research seeks to refine outcome measures and equity in access across socioeconomic and cultural contexts.
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Transition Planning for Young Adults with Developmental Disabilities publication trend
The graph below shows the total number of articles in transition planning for young adults with developmental disabilities across all publications each year (not limited to Nature Index journals).
Technical terms
Developmental disabilities: A group of lifelong conditions arising during developmental periods that affect physical, learning, language or behaviour domains.
Transition planning: A structured, multidisciplinary process to prepare young people for adult roles in education, employment, healthcare and community life.
Person-centred planning: An approach that ensures services and supports are tailored to an individual’s aspirations, strengths, and unique circumstances.
Self-determination: The ability of individuals to make informed choices and exert control over their own lives, including goal setting and decision-making.
Vocational rehabilitation: Services and supports that enable people with disabilities to prepare for, obtain and maintain employment.
References
- Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School. Education Sciences (2024).
- Caregivers’ Experiences with School–Work Transitions for Their Children with Disorders of Intellectual Development. International Journal of Environmental Research and Public Health (2023).
- Transition approaches for autistic young adults: A case series study. PLOS ONE (2022).
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