Transitional Supports for Clients with IDs

Times of transitions can be difficult for all individuals, however, they can be exceptionally difficult for individuals with intellectual disabilities (ID). Depending on the level of severity of diagnosis, individuals with IDs face more barriers and challenges when transitioning to adult life, often pertaining to employment, independence, living situation, social relationships, education, finances, and more. Thus transitional supports should be implemented when these clients transition from children/youth to adult services and life roles.

The following recommendations can be offered to help support those undergoing this transition:

  • Ensure that your client is interested in their transition, capable of it, and active within their planning. In order to be successful, the client must be an active and motivated participant in the transition process.
  • It is useful to set a transitional target. This can be a specific age at which the client wishes to take on and begin further adult responsibilities, or it may coincide with certain life events such as leaving for or entering post-secondary education.
    • This date should be flexible, however, it is important for your client and their family to consider when it would be most appropriate and reasonable to transition to adult services and roles.
  • Prior to their transition, encourage your client to prepare for their identified adult setting.
    • For example, if the client has identified living independently as their target, begin working on those skills necessary for this new adult role reasonably early on before their move.
      • This may entail practicing cooking some basic meals at home, setting up a financial budget and practicing following it prior to the move, visiting the grocery stores in their new neighborhoods, or learning the route to and from their classes for the day.
      • Encourage your client to reflect on what skills will be necessary for their new role and to begin developing them prior to their date of transition.
        • Some clients diagnosed with ID may not be able to live independently.  It is still important that clients continue to build and grow their independence.
        • For example, volunteering at a daycare, walking to the grocery store, cleaning room etc.
  • Encourage your client to seek out community programs to further learn about their upcoming transition and develop the necessary skills for a successful transition.
    • The programs of choice will depend on the client’s transition at hand.
      • Examples of programs that may be of benefit include continuing education, independent living, community participation, or vocational education.
      • For more information on available community resources, click here.
  • When possible, encourage your client to ask their current service providers and their future service providers to collaborate together in facilitating their provision of services throughout their transition.

Website Resources for Client

Additionally, there are a number of websites which contain valuable transition resources and information which may be of benefit to your client:

For more information on transition services for students with disabilities, see this handout: Transition Services Handout