After leaving school , many felt lonely , lost and uncertain about their adult role and identity . Some felt “ left behind ” by friends and siblings without disability who had jobs and life partners , intimate relationships and were raising families of their own .
from school into meaningful adult lives for young people with intellectual disability .
People with disability must be actively involved in developing transition and service plans , with goals for growth and for moving between or beyond disability services once milestones are met .
Strategies must include steps for fostering social identities through friendships , casual to ongoing employment , intimate relationships , parenting or caring for others .
Further shifts in the NDIS model are also needed to foster individualised and supported planning for people with intellectual disability .
This article was originally published in The Conversation . Read the original article here .
After leaving school , many felt lonely , lost and uncertain about their adult role and identity . Some felt “ left behind ” by friends and siblings without disability who had jobs and life partners , intimate relationships and were raising families of their own .
~ Lise Ludwig Mogensen
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