Post-High School Transition for Individuals With Down Syndrome

Marie Moore Channell, Susan J. Loveall

Research output: Chapter in Book/Report/Conference proceedingChapter


As individuals with Down syndrome (DS) are living longer, there is a growing need to support this population across the lifespan. In particular, the transition out of high school marks a critical time point that sets the course for the rest of adulthood, especially for the outcomes of community-based living, post-secondary education, employment, and community engagement. Little is known about these outcomes in adults with DS, who may experience unique post-school challenges and opportunities relative to those with other intellectual and developmental disabilities. In this paper, we review the state of the literature on post-high school transition outcomes in DS and infuse a phenotypic approach to highlight individual and environmental characteristics associated with these outcomes. We also emphasize current service delivery needs and gaps in the evidence base that must be addressed in order to best support this population during the critical post-high school transition period.

Original languageEnglish (US)
Title of host publicationInternational Review of Research in Developmental Disabilities
EditorsMeghan M. Burke
PublisherAcademic Press Inc.
Number of pages31
ISBN (Print)9780128150917
StatePublished - Jan 1 2018

Publication series

NameInternational Review of Research in Developmental Disabilities
ISSN (Print)2211-6095


  • Community engagement
  • Community-based living
  • Down syndrome
  • Employment
  • Intellectual disability
  • Post-high school transition
  • Post-school outcomes
  • Postsecondary education

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health


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