Evaluating post-secondary transition resources for individuals with intellectual disabilities

This work examines the post-secondary transition process for people with intellectual disabilities, a critical period marked by a shift from federally guaranteed educational supports under the Individuals with Disabilities Education Act to fragmented, eligibility-based systems. Despite existing transition planning structures such as Individualized Education Plans and transition coordinators, individuals with intellectual disabilities and their families often face significant barriers, including poor implementation of policies, inconsistent quality of support, and limited access to clear, centralized information. Through a comprehensive literature review and a pilot study involving interviews with parents of transition-age individuals with intellectual disabilities, this research explores historical and systemic factors shaping community inclusion, evaluates the effectiveness of current transition resources, and identifies key challenges in accessing post-secondary opportunities in employment, education, and community engagement. Thematic analysis reveals four central findings: the transition system is fragmented and difficult to navigate, available supports are valuable but inconsistent, parent social networks serve as critical sources of information, and there is a strong need for improved coordination, early planning, and centralized information dissemination regarding the transition process. This study highlights the ethical and practical importance of improving the transition process to enhance autonomy, health outcomes, and equitable access to post-secondary opportunities.