Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of available services. While researchers have investigated transition strategies, there remains uncertainty in the field regarding the effectiveness of strategies used in high school and college. This study investigated the perspectives of parents of young adults with intellectual and developmental disabilities as they supported their young adults in transitioning from high school and college. This study reports findings from semi-structured interviews conducted with 26 parents of young adults with intellectual and developmental disabilities who graduated from a post-secondary education programme in the US. Participants described seven primary strategies: starting earlier; maintaining high expectations; permitting choice and risk; recognising family interdependence and involvement; prioritising parent skill development and support; maximising technology; and promoting inclusion. Study findings provide numerous practical strategies that participants employed or believed to be beneficial during transition. Implications for practice and research are discussed.

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Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.