ABSTRACT
The transition to adulthood is typically marked by the high school graduation ceremony, a ritual that takes place for hundreds of thousands of youth across the country each spring. Students exit high school and enter postsecondary educational settings, go straight to work, or perhaps take some time off before they decide what direction their life will take. Youth with intellectual disability, however, far too often do not have similar adult life trajectories, and continue to experience negative post-high school outcomes (Sanford et al., 2011). Too often, young adults with intellectual disability transition to segregated work and residential settings without opportunities to engage in inclusive community settings. Innovative supports for a quality adult life are still mostly unobtainable (Braddock et al., 2013), despite existing and emerging models of positive and inclusive transitions (Certó & Luecking, 2006).
