A framework of reference to guide educational programmes aimed at the transition to adult life of young people with intellectual and developmental disabilities: A review of the literature

Abstract

The transition planning process of young people with disabilities figures in the literature as one of the most complex aspects facing the education system. The current challenge for these educational programmes is to identify good practices that allow the attainment of valued results in adult life. Therefore, the purpose of this study is to define a framework of action from which to analyse and guide the practices of educational programmes for the transition. To this end, based on global proposal in which seven major dimensions of good practices of the transition programs are identified, the aim is, firstly, to review the literature in relation to each of these dimensions synthesizing the main components and implications for their development, and, secondly, to highlight key aspects for the response from educational programmes. The results show that guidelines and recommendations are identified for the development of each of the dimensions, as well as obstacles and difficulties derived from experience, identifying points of departure and aspects to be taken into account in terms of the different services and the various agents.

Keywords

• transición a la vida adulta
• discapacidad intelectual y del desarrollo
• buenas prácticas
• implicaciones para el desarrollo