The transition from school to adult life represents a critical time for all young adults. Currently, orientation actions for future choices are put in place in secondary schools, which are difficult to implement for young adults with intellectual disabilities (ID). This dilemma underscores the importance of the Life Project, which must consider the wishes of the young adult with ID, as well as their rights as affirmed at national and international levels, while also considering the organization of their context. This project should create differentiated formulas of educational offerings to avoid educational flattening and welfarism, but promote an individualized, constructive experience capable of generating a future. Drawing on the experiences of families of young adults with ID, this empirical study seeks to explore the role that schools and teachers play in guiding and co-designing the transition to adulthood for young adults with ID.
