Abstract
Current research and practice suggest that support provided to young individuals with intellectual and developmental disabilities (IDD) during their transition from education to adulthood is primarily associated with a paid job as an ultimate goal. Overall, training programs, transition planning, career guidance, and other instruments are heavily grounded in traditional markers of adulthood, such as securing work and financial independence. Research suggest that overall, training programs, transition planning, career guidance, and other instruments are heavily grounded in traditional markers of adulthood, such as securing work and financial independence.
In the article we argue that adding active citizenship as a critical, person-centered component of the transition framework would add a critical dimension to the transition process.