Abstract

Background: The principal destinations for school leavers with Intellectual Disabilities from special schools in Ireland are further education through providers such as the National Learning Network, or training within adult day services and rehabilitation centers. In 2015, a number of inherent barriers to participation in FETE for young people with ID was identified which were found to be linked to attitudes and stigma and low expectations of their capabilities. This resulted in the development of a supported transition model WALK PEER (Providing Equal Employment Routes). Method: This study explored the experiences of school leavers with ID, who were engaging with the WALK PEER model. Data was collected from a purposive sample of 31 students with ID from two special schools: Group 1 (Pre-transition) students in the penultimate year of formal education, Group 2 (Transitioning) students in the final year of formal education, and Group 3 (Post-transition) had left school two years previously. Results: Engaging in the supported transition programme provided young people with access to information, options, confidence and some of the hard and soft skills required for successful transition into education and employment contexts. Conclusions: The findings demonstrate a strong correlation between support programmes, transition planning, and positive transitions, which is critical if young people with intellectual disabilities are to realise their goals. The research proposes a newmodel of “Supported Transition” and has clear implications for the development of a national transition policy as directed by the Comprehensive Employment Strategy.