Care Partner Perspectives of the Transition Process from School-Based Services to Adulthood for Young Adults with Severe Intellectual and Developmental Disabilities
Type of Presentation
Poster Session
Location
University Library
Start Date
4-10-2026 11:30 AM
End Date
4-10-2026 12:45 PM
Description of Program
Despite structured transition planning beginning as early as middle school, care partners of young adults with severe intellectual and developmental disabilities (SIDD) report experiencing fragmented guidance, increased personal responsibility, and unmet support needs. This study examined the lived experiences of care partners of young adults with SIDD as they navigated the school-based transition process.
Abstract
The transition process from school-based services to adulthood is a critical phase for individuals with young adults with severe intellectual and developmental disabilities (SIDD). Although early transition planning is critical, care partners frequently report fragmented systems, limited resources, and high emotional strain. Occupational therapy practitioners are well-positioned to support this process; however, their role within transition planning remains underutilized. This study explored care partners’ perspectives of the transition process from school-based services to adulthood for young adults with SIDD. A qualitative study using Interpretative Phenomenological Analysis (IPA) was conducted. Semi-structured one-to-one interviews were completed with six care partners of young adults with SIDD. The results were interpreted using IPA. The results yielded four primary themes, which reflected care partners’ perspectives regarding the barriers, facilitators, the role of OT, and the care partner’s emotional experiences during the transition process. The results highlight the need for earlier, structured, step-by-step guidance throughout the transition planning process and suggest that facilitated peer connections may provide emotional reassurance for care partners. Implications indicate that occupational therapy practitioners may strengthen transition outcomes by aligning school-based goals with individualized adult service expectations, promoting skill generalization, and collaborating closely with care partners and adult service providers.
Care Partner Perspectives of the Transition Process from School-Based Services to Adulthood for Young Adults with Severe Intellectual and Developmental Disabilities
University Library
The transition process from school-based services to adulthood is a critical phase for individuals with young adults with severe intellectual and developmental disabilities (SIDD). Although early transition planning is critical, care partners frequently report fragmented systems, limited resources, and high emotional strain. Occupational therapy practitioners are well-positioned to support this process; however, their role within transition planning remains underutilized. This study explored care partners’ perspectives of the transition process from school-based services to adulthood for young adults with SIDD. A qualitative study using Interpretative Phenomenological Analysis (IPA) was conducted. Semi-structured one-to-one interviews were completed with six care partners of young adults with SIDD. The results were interpreted using IPA. The results yielded four primary themes, which reflected care partners’ perspectives regarding the barriers, facilitators, the role of OT, and the care partner’s emotional experiences during the transition process. The results highlight the need for earlier, structured, step-by-step guidance throughout the transition planning process and suggest that facilitated peer connections may provide emotional reassurance for care partners. Implications indicate that occupational therapy practitioners may strengthen transition outcomes by aligning school-based goals with individualized adult service expectations, promoting skill generalization, and collaborating closely with care partners and adult service providers.