The transition plan should identify not only where the student will live, but also which skills he or she will need to develop to successfully manage that arrangement. In making decisions about living arrangements, families must weigh the desires of the individual, his or her independent living skills, and available resources.
Individuals with Down syndrome and their families often explore possible changes in living arrangements as part of the transition to adulthood and the move towards greater independence. Not every student will want, need or be able to move from the family’s home to more independent housing. Still, the question of where the student will live must be addressed in transition planning.
There are many housing options available:
The transition plan should identify not only where the student will live, but also which skills he or she will need to develop to successfully manage that arrangement. Such skills can include caring for personal hygiene, managing finances and preparing meals. They might also include learning how to drive or how to navigate public transportation to get to and from school, work or other activities.
List of residential facilities and workshops:
Residential and Workshop list.pdf - July 2017 5:38 PM
Books & Publications:
Adolescents with Down Syndrome: Toward a More Fulfilling Life. Pueschel, S. & Sustrova, M. Baltimore, MD: Brookes Publishing. (1997)
Adults with Down Syndrome. Pueschel, S. M. Baltimore, MD: Brookes Publishing. (2006)
Adventures in the Mainstream. Palmer, G. Bethesda, MD: Woodbine House. (2005)
The Down Syndrome Transition Handbook. Simons, Jo Ann. Bethesda, MD: Woodbine House. (2010)