Supporting a young person with autism and a learning disability through transition from child to adult services
Evidence and practice    

Supporting a young person with autism and a learning disability through transition from child to adult services

Sian Golding Operational lead, child and adolescent learning disability service, Integrated Service for Children with Complex Needs, St Cadoc’s Hospital, Aneurin Bevan University Health Board, Newport, Wales
Emma Reynolds Team lead, child and adolescent learning disability service, St Cadoc’s Hospital, Aneurin Bevan University Health Board, Newport, Wales

Why you should read this article:
  • To be aware that transitions from child to adult services are often challenging

  • To identify the importance of early transition planning for successful outcomes

  • To recognise that young people’s views, preferences and wishes should be reflected in transition plans

Transition to adult services for young people with learning disabilities and complex needs should be a purposeful and planned process that begins at the age of 14. However, it is often fraught with challenges. This article explores the story of a young person’s transition from child to adult services. It shares the lessons learned and how a collaborative, person-centred approach can result in positive outcomes for young people with autism, learning disabilities and complex needs. Recommendations are made for good practice in person-centred transition planning. Although the article explores one family’s experiences, the recommendations are applicable to learning disability practice in developing improved pathways for transition for young people with complex needs.

Learning Disability Practice. doi: 10.7748/ldp.2022.e1964

Peer review

This article has been subject to external double-blind peer review and checked for plagiarism using automated software

Correspondence

sian.golding@wales.nhs.uk

Conflict of interest

None declared

Golding S, Reynolds E (2022) Supporting a young person with autism and a learning disability through transition from child to adult services. doi: 10.7748/ldp.2022.e1964

Published online: 06 January 2022

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