Young Adults with Mental Disabilities—Does Transition Planning Make a Difference?

Abstract

The results of follow-up studies conducted on individuals with mental disabilities (MD) from two high school graduating classes are compared. One class (class of 1985) was graduated well after passage of PL 94-142, but before passage of IDEA (and other transition initiatives); the other class (class of 1993) was graduated after such initiatives were enacted. Two questions (a) were graduates with MD from the class of 1993 “better off” than their counterparts from the class of 1985 as young adults out of school one year? and (b) should we be satisfied with the status of these individuals as young adults?, were addressed. The class of 1993 demonstrated better outcomes than the class of 1985 in several areas of adult adjustment, but some improve-ments are needed, particularly in the following areas: enrollment in regular vocational education in high school and postsecondary education and training, overall rate of employment, and in community-based as opposed to sheltered employment.

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