Typology of Community Living Transitions for People with Intellectual Disabilities: Are Current Experience in Rehabilitation Centers Tied to the Best Practices?

Since the beginning of the deinstitutionalization of individuals with intellectual disabilities (ID), few studies have been carried out on the community living transitions process. Policies require to offer hosting services which respect the ideology of "seeking a home," in accordance with the choices of individuals with ID. The involvement of individuals with ID in their own community living transition and concerted planning are considered to be part of the best practices. This study provides a portrait of community living transitions within rehabilitation centers. The aim was to develop new insights into the experience of community living transitions for people who have an ID. Specifically, this study identifies (1) a typology of community living transitions and (2) the gaps between best practices, desired practices, and current practices from the educators' viewpoint. Educators (n = 19) were randomly selected to participate in three focus groups and share their support experiences during community living transitions. Qualitative content analyses identified a typology of community living transitions. One out of the six types of transitions identified offered favorable conditions for a transition that involves the person with ID in his or her own transition and collaborative planning (prepared). The other types of transitions (last minute, explosive, turnkey, waiting room) all offered fewer opportunities for the person with ID to be involved in the transition process. Educators identified the characteristics of an ideal community living transition (as if it were myself). Gaps between the participants' experiences and best practices were identified, particularly regarding the involvement of individuals with ID in decisions concerning their own community living transition. The organization of the hosting services and a lack of accommodation resources influence the transition preparation time, the amount of collaborative planning, and the level of involvement of the person with ID. Implications of the gaps between experiences and best practices are identified.