This largest-to-date study quantifies the extent of the substantial health disparities experienced by young people with intellectual disabilities compared with people without intellectual disabilities. The young population with intellectual disabilities have substantial health problems; therefore, transition between child and adult services must be carefully planned in order to ensure that existing health conditions are managed and emerging problems minimised.

There may be differences between this version and the published version. You are advised to consult the publisher's version if you wish to cite from it. This is the peer-reviewed version of the following article: YoungSouthward, G., Philo, C. and Cooper, S.-A. (2017) MethodPRISMA/MOOSE guidelines were followed. Search terms were defined, electronic searches of six databases were conducted, reference lists and key journals were reviewed and grey literature was searched. Papers were selected based on clear inclusion criteria. Data was extracted from the selected papers, and their quality was systematically reviewed. The review was prospectively registered on PROSPERO: CRD42015016905. Results 15,985 articles were extracted; of these 17 met the inclusion criteria. The results of these articles were mixed but suggested the presence of some health and wellbeing issues in this population during transition to adulthood, including obesity and sexual health issues.3 ConclusionThis review reveals a gap in the literature on transition and health, and points to the need for future work in this area.

The transition from school needs to be better supported in order to ease anxiety for young people during this difficult period.

A shattered worldThrough and beyond the objects I see there are endless numbers -a myriad really -of tiny, shifting swarms of midges that make it hard for me to look at the objects themselves. Because of this swarm, I can't see the first letter of a word clearly. It doesn't come through clearly but looks like it's been plucked, gnawed around the edges, and what's left are scattered points, quills, or threads that flicker like a swarm. I can see this now with my own eyes -when I look out the window I have a very small span of vision, but in and around that span I see this swarm racing back and forth. (in Luria 1972: 38)

This paper looks at the production and shaping of the self via Ashtanga yoga, a bodily practice, growing in significance in Western cultures, which can involve a radical form of (re)shaping the self. In particular, it looks at the interaction of external and internal sources of authority, including the yoga student's own expertise of themselves (experiential authority), the authority of the practice and the authority of the teacher. This allows the paper to rethink standard models of authority in educational and 'spiritualities of life' literatures, which have generally imagined a top-down singular form of authority, essentially stamped onto the subjects being educated. The paper outlines what might enter into a more 'distributed' form of authority; being not simply the educator figure (their positionality, status, institutional location, contextualisation within prior fields of knowledge/belief), but also how their exertion of authority meshes (and sometimes conflicts with) the 'experiential authority' of the subjects being educated, articulating with their own 'self-authority' (what they know, expect and command from themselves , on the basis of countless prior experiences, encounters, interactions, times and spaces). The paper draws upon qualitative fieldwork carried out in Brighton, UK.