Abstract
Abstract The initial transition to high school is challenging for any student, but adolescents with intellectual disability (ID) and autism spectrum disorder (ASD) often experience increased difficulties. This population, often characterized by significant limitations in their social and emotional development, experience limited access to inclusive programming, particularly in secondary settings. Inclusive education in itself has its challenges during the transition period, and the primary stakeholders, educators and parents, may not share the same priorities. The combination of these factors ultimately limits outcomes for adolescents with ID and ASD, but there are elements of transitional programming that can help.
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