| Sumario: | AbstractObjectivesMethodsResultsConclusionsTransition from school to adulthood is important in the lives of youth with intellectual and developmental disabilities. This study seeks to identify what models, policies and trends guide the transition process for youth with intellectual and developmental disabilities, which transition elements are being explored, and what the findings are about preparing youth with intellectual and developmental disabilities for transition from school to adulthood.A scoping review methodological framework was utilised. Seven electronic databases were comprehensively searched. Articles were required to be peer-reviewed, written in English and published between 2012 and 2023.The majority of publications have been conducted in the U.S., largely missing the perspective of countries of the Global South and East. The transition to employment is of greatest focus. Transition planning has been studied as the most out of transition-related process.Studying transitions from a global perspective is important to deepen mutual understanding of transition policies, interventions, and best practices. Using the socio-ecological framework can be a useful way to organise future research on transition.
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