Transition to Adulthood
All disabled young people have the right to become adults with full participation in society. The UN Convention on the Rights of Persons with Disabilities recognizes disabled people’s right to live independently, work, and be included in the community.
This page centers disabled young adults’ expertise and the organizing of disability communities who have fought against systems that keep disabled people in perpetual childhood.
Where Are You?
Section titled “Where Are You?”Jump to your country or region:
What Transition Means
Section titled “What Transition Means”The Big Picture
Section titled “The Big Picture”“Transition” refers to the period when disabled young people move from:
- School to work or further education
- Pediatric to adult healthcare
- Family dependence to whatever independence works for them
- Child services to adult services (or no services)
This is often a difficult time because:
- Many services end at specific ages (18, 21, 22, 26)
- Adult systems are different from child systems
- Waiting lists for adult services can be years long
- Skills for self-advocacy become essential
- Society’s low expectations become harder to navigate
Disability Justice Perspective
Section titled “Disability Justice Perspective”Disabled adults have documented that transition systems often:
- Assume disabled people should aim for employment above all else
- Push “independence” without recognizing interdependence
- Fail to provide the supports that made childhood services work
- Leave disabled young people with no services at all
- Don’t prepare people for adult self-advocacy
Good transition planning should support disabled young people in defining their own goals—whether that’s employment, further education, community involvement, creative pursuits, or combinations.
United States
Section titled “United States”Transition Planning Under IDEA
Section titled “Transition Planning Under IDEA”The Individuals with Disabilities Education Act (IDEA) requires transition planning for all students with IEPs.
Timeline:
- Transition planning must begin by age 16 (some states require age 14)
- Student must be invited to IEP meetings discussing transition
- Services continue until graduation or age 21 (some states age 22)
What Must Be Included:
- Measurable postsecondary goals for education, employment, and independent living
- Transition services to help reach those goals
- Age-appropriate transition assessments
Key Transition Services:
- Career exploration and vocational assessment
- Job skills training and work experiences
- College preparation
- Independent living skills instruction
- Connection to adult service agencies
The “Cliff” at 21/22
Section titled “The “Cliff” at 21/22”When special education ends, many services disappear. There is no entitlement to adult services like there is to education.
What ends:
- IEP protections and services
- Transition coordinator support
- Related services (therapy, etc.)
- Structured programming
What continues:
- ADA protections in employment and public accommodations
- Section 504 protections
- Eligibility for adult programs (if you can access them)
Connecting to Adult Services
Section titled “Connecting to Adult Services”Start Early: Don’t wait until graduation. Connect to these agencies 2-3 years before school exit:
Vocational Rehabilitation (VR): State-federal program providing employment services. Apply at age 16+. Services may include job training, job placement, assistive technology, and support.
State Intellectual/Developmental Disability Agency: If eligible, may provide residential services, day programs, employment support, and case management. Waiting lists can be years long—apply early.
Social Security: Apply for SSI or SSDI if applicable. Can affect other benefits, so understand the implications.
Medicaid: Essential for many disabled adults. Understand your state’s programs and whether you’ll transition from children’s Medicaid to adult Medicaid.
College and Transition
Section titled “College and Transition”If college is the goal:
- Disability services work differently than high school (see Higher Education page)
- Students must self-advocate and request accommodations
- IEP documentation may not be sufficient for college
- Start connecting with college disability services early
Healthcare Transition
Section titled “Healthcare Transition”Insurance: Many young adults can stay on parents’ insurance until age 26 (ACA provision). Plan for what comes next.
Providers: Pediatric providers have age limits. Start identifying adult providers well before you age out.
Self-Management: Practice managing your own healthcare appointments, medications, and communication with doctors.
Who’s Organizing
Section titled “Who’s Organizing”Self-Advocates Becoming Empowered (SABE) is a national organization led by people with intellectual and developmental disabilities advocating for self-determination.
Autistic Self Advocacy Network (ASAN) provides resources on transition, including “Navigating College” and employment guides.
Think College promotes inclusive higher education for students with intellectual disability.
State transition councils and youth leadership forums bring together disabled young people to learn advocacy skills.
Canada
Section titled “Canada”Provincial Variation
Section titled “Provincial Variation”Transition services vary significantly by province since education and social services are provincially controlled.
Common Patterns
Section titled “Common Patterns”Most provinces provide:
- Transition planning as part of IEP/IPP process in final school years
- Some connection to adult disability services
- Developmental services for those who qualify
Challenges
Section titled “Challenges”- Adult services have long waiting lists
- Eligibility criteria differ from school-based services
- Less comprehensive support than during school years
- Healthcare transition from pediatric to adult care
Provincial Highlights
Section titled “Provincial Highlights”Ontario: Developmental Services Ontario (DSO) coordinates adult services for people with developmental disabilities. Apply early—waitlists are significant.
British Columbia: Community Living BC provides services to adults with developmental disabilities. Transition planning should connect to CLBC.
Alberta: Persons with Developmental Disabilities (PDD) program provides adult services.
Healthcare Transition
Section titled “Healthcare Transition”Each province handles healthcare differently. Key steps:
- Identify adult healthcare providers before aging out of pediatric care
- Understand provincial health insurance implications
- Connect with adult specialty clinics if needed
Who’s Organizing
Section titled “Who’s Organizing”People First of Canada is a national self-advocacy organization run by people with intellectual disabilities.
Provincial self-advocacy organizations support transition-age youth.
United Kingdom
Section titled “United Kingdom”Preparing for Adulthood
Section titled “Preparing for Adulthood”In England, EHCPs can continue until age 25 if the young person is in education or training. Transition planning is required from Year 9 (age 13-14).
Four Preparing for Adulthood Outcomes:
- Employment
- Independent living
- Community inclusion
- Health
Adult Social Care
Section titled “Adult Social Care”Local authorities assess adults for social care needs. Eligibility is based on the Care Act 2014, which has different criteria than children’s services.
Key Points:
- Not everyone who had children’s services will qualify for adult services
- Assessment considers wellbeing outcomes
- Personal budgets may be offered
Supported Employment and Day Services
Section titled “Supported Employment and Day Services”Options vary by local authority:
- Supported employment programs
- Day services/activities
- Personal budgets for self-directed support
Healthcare Transition
Section titled “Healthcare Transition”NHS England has policies on healthcare transition:
- Transition should be planned, not abrupt
- Young people should be involved in decisions
- Ready Steady Go and similar programs support transition
Who’s Organizing
Section titled “Who’s Organizing”Preparing for Adulthood (from the National Development Team for Inclusion) provides resources on transition.
Learning Disability England advocates for and with people with learning disabilities.
Young disabled people’s forums exist in many areas.
Australia
Section titled “Australia”NDIS and Transition
Section titled “NDIS and Transition”The National Disability Insurance Scheme (NDIS) provides funding for disability supports. Transition planning should consider:
- NDIS plans can include capacity building and support coordination
- Goals should reflect the young person’s aspirations
- Plans can fund employment support, independent living skills, and community access
School Leaver Employment Supports (SLES)
Section titled “School Leaver Employment Supports (SLES)”NDIS offers School Leaver Employment Supports for young people (typically ages 17-21) leaving school:
- Up to 2 years of support
- Focus on building work skills and finding employment
- Available to NDIS participants
State-Based Services
Section titled “State-Based Services”Some supports remain state-based:
- Education (VET, TAFE, university)
- Healthcare
- Housing
Who’s Organizing
Section titled “Who’s Organizing”Young People in Nursing Homes National Alliance advocates for young disabled Australians to live in the community, not institutions.
Down Syndrome Australia and other disability-specific organizations address transition.
State-based advocacy organizations provide support.
Other Countries
Section titled “Other Countries”Principles
Section titled “Principles”Transition planning and adult services vary dramatically worldwide. General principles:
- Start planning early
- Connect to whatever adult services exist in your country
- Build self-advocacy skills
- Find peer support from disabled adults who’ve navigated the system
- Know your legal rights
Global South Realities
Section titled “Global South Realities”In many countries:
- Formal transition services may not exist
- Adult disability services may be minimal or non-existent
- Families are primary supports
- Employment options may be limited
- Informal economies and family businesses may be paths to livelihood
Disabled people’s organizations are essential resources for navigating transition in any context.
Intersectionality in Transition
Section titled “Intersectionality in Transition”Disabled Youth of Color
Section titled “Disabled Youth of Color”Face:
- Lower expectations from school staff
- Tracking into less rigorous transition programs
- Less access to college-track preparation
- Discrimination in employment
- Schools preparing them for low-wage work
What helps: Connecting with mentors who share their identities, fighting for ambitious transition goals, demanding equal access to college preparation.
LGBTQ+ Disabled Youth
Section titled “LGBTQ+ Disabled Youth”May face:
- Family rejection compounding disability challenges
- Need for transition to include safe housing, not just employment
- Healthcare transition (both disability and gender-related)
- Finding affirming adult services
What helps: LGBTQ+ disability organizations, affirming providers, peer support.
Disabled Youth in Foster Care/Child Welfare
Section titled “Disabled Youth in Foster Care/Child Welfare”Face:
- Multiple systems to navigate simultaneously
- Aging out of foster care and special education at once
- Less family support
- Higher rates of homelessness after transition
What helps: Early planning, connecting to independent living programs, foster care transition supports.
Disabled Youth from Low-Income Families
Section titled “Disabled Youth from Low-Income Families”Experience:
- Less access to private evaluations and services
- Parents less able to advocate during school hours
- Fewer resources for post-school supports
- May need to contribute financially immediately
What helps: Knowing about free resources, SSI, Medicaid, and vocational rehabilitation.
Scenarios: Finding What You Need
Section titled “Scenarios: Finding What You Need””I’m 16 and want to plan for college”
Section titled “”I’m 16 and want to plan for college””Make sure your IEP includes college preparation. Request transition assessments focused on college. Visit college disability offices. Take challenging courses. Build self-advocacy skills.
”My child is 18 and still has 3 years of school left”
Section titled “”My child is 18 and still has 3 years of school left””Continue special education until age 21 (or 22). Use this time to build skills and connect to adult services. Don’t let schools push early graduation without reason.
”Adult services have a 7-year waiting list”
Section titled “”Adult services have a 7-year waiting list””This is unfortunately common. Apply immediately anyway. Ask about emergency or priority placement. Explore alternatives (Medicaid waivers, family support, creative solutions). Advocate for systemic change.
”I want to work, but everyone says I should get benefits”
Section titled “”I want to work, but everyone says I should get benefits””These aren’t mutually exclusive. Many people work and receive benefits. Look into Ticket to Work, PASS plans, and other work incentives that protect benefits while you work.
”I’m not sure what I want to do”
Section titled “”I’m not sure what I want to do””That’s okay. Transition planning should help you explore options, not force immediate decisions. Request career exploration, job shadowing, informational interviews, and community experiences.
”My family has different ideas about my future than I do”
Section titled “”My family has different ideas about my future than I do””Your voice matters most. Self-determination is a right. If needed, bring advocates to meetings. Connect with peer mentors who’ve navigated similar situations.
Building Self-Advocacy Skills
Section titled “Building Self-Advocacy Skills”Transition success often depends on self-advocacy—speaking up for yourself and your needs.
Key Skills
Section titled “Key Skills”- Know your disability: Understand your diagnosis, how it affects you, and what you need
- Know your rights: Learn the laws that protect you
- Communicate your needs: Practice explaining what accommodations you need and why
- Make decisions: Practice making choices about your life
- Solve problems: Develop strategies for handling challenges
- Build support networks: Know who can help and how to ask
Building These Skills
Section titled “Building These Skills”- Participate in IEP/transition meetings
- Lead parts of your meetings when ready
- Practice requesting accommodations
- Join self-advocacy groups
- Connect with disabled adult mentors
Resources
Section titled “Resources”Global
Section titled “Global”- CRPD: Rights framework for full participation
- Inclusion International: Inclusive education and community living
United States
Section titled “United States”- PACER’s National Parent Center on Transition and Employment: pacer.org/transition
- Think College: Resources on inclusive higher education (thinkcollege.net)
- ASAN Navigating College Guide: autisticadvocacy.org
- Self-Advocates Becoming Empowered (SABE): sabeusa.org
- State Vocational Rehabilitation Agencies: Find yours through Department of Education
Canada
Section titled “Canada”- People First of Canada: peoplefirstofcanada.ca
- Provincial developmental services agencies
United Kingdom
Section titled “United Kingdom”- Preparing for Adulthood: preparingforadulthood.org.uk
- Council for Disabled Children: councilfordisabledchildren.org.uk
Australia
Section titled “Australia”- NDIS: ndis.gov.au
- Children and Young People with Disability Australia (CYDA): cyda.org.au
Contribute to This Page
Section titled “Contribute to This Page”Did you navigate transition as a disabled young person? Are you supporting someone through this process? Do you have insight on transition in your country?
Share your knowledge: Contribution Form
We especially welcome:
- First-person stories of transition experiences
- Information from countries not yet covered
- Perspectives from different disability communities
- Tips that worked
This page centers disabled young adults’ expertise. Content reflects disabled people’s organizing for self-determination and full community participation.