School's out: pathways for young people with intellectual disabilities from out-of-area residential schools or colleges.
BACKGROUND
Previous research, and official guidance, has suggested that planning for the transition between children's and adults' services is failing young people with intellectual disabilities and their families in the UK. Youngsters placed away from home in residential schools or colleges are likely to be at even greater risk of poor transition planning and outcomes, yet there is little understanding of what factors parents consider contribute to a smoother transition and what a satisfactory outcome would be.


METHODS
The parents of 15 young people from five areas of the UK were interviewed about what they thought contributed to a satisfactory pathway for their son or daughter from an out-of-area residential school or college on to the next phase of their life.


RESULTS
Parents identified four main process issues: being well-connected with other parents or with key professionals; being proactive; having sufficient information; and good forward planning. Most considered a good outcome to be if the young person was happy, fulfilled and stimulated.


CONCLUSIONS
Parents were clear about what they thought helped, and there was little disagreement between their views. While some of these factors have been previously identified regarding the transition of disabled youngsters, they raise some unique issues for families with a youngster educated in an out-of-area residential school or college.
Heslop
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Norah Fry Research Centre, University of Bristol, Bristol, UK. pauline.heslop@bristol.ac.uk
Abbott
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D004519:Education, Special / Q000458:organization & administration*; D006801:Humans; D008607:Intellectual Disability; D012112:Residential Facilities; D012574:Schools; D006113:United Kingdom; D014495:Universities