The Transition from School to Active Life in People with Intellectual Disabilities

The period of transition from school to an active life is an important one for students/young adults with intellectual disabilities. Better planning could contribute to making a smoother transition and to allowing a better adaptation to life in society. This study aims to describe the approach used in the "From School to Active Life Transition Plan", set up in two Quebec school boards. The results deal mainly with knowledge about available programs and services, partnership work, the experiences of participants, their families, and the key figures in the school and rehabilitation milieus. Even though the participants mentioned that they are very much in favour of planning the transition, there is ambiguity between the different tools being used. Moreover, according to the respondents, who were young students, parents, and staff, the contents of the Integrated Continuity Plan (ICP) should not be limited to work, but should also cover leisure, social skills, domestic skills, personal care, autonomy, communication, and the use of community resources. Obstacles to partnership, such as a lack of clarity in the mandates and missions of the organizations involved, are also presented.