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Evaluation ViewAttendees 40

Adolescent Medicine

Children with Chronic Conditions

Community Pediatrics

Developmental and Behavioral Pediatrics

Diversity, Equity, and Inclusion

General Pediatrics

Health Equity/Social Determinants of Health

Medical Education

Trainee
Session Type: Workshop

Ch-ch-changes: Transition Care for Adolescents and Young Adults with Intellectual Anddevelopmental Disabilities (IDD)

Saturday, April 26, 2025
1:00pm – 2:30pm HST
Location: Convention Center: 322
CE: 1.5

Disclosure(s):
Alexandra N. Schoenberger, MD, MSEd: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Elisha Acosta, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Kathryn Jordan Kemere, MD MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Abigail F. Nye, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Marie Pfarr, MD, MSc: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Vrunda Vithalani, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Workshop Description: Despite the Surgeon General’s calls in 2005 for an increase in education surrounding the care of patients with intellectual and developmental disabilities (IDD), only about 50% of medical schools’ curriculums include disability education. While medical advances have resulted in children and adolescents with IDD living longer, medical education does not reflect this. Thus, at all levels of training, there is a paucity of education around topics such as healthcare transition, guardianship, medical technology, and reproductive/sexual health for patients with IDD. Recent literature has shown that providers do not want to care for patients with IDD, in part due to this inadequate training. There is therefore a continually-widening gap between patient needs and our training. As pediatricians, we play a crucial role in caring for these children and adolescents as they transition into adulthood; our training must reflect this for us to appropriately care and advocate for our patients.

Engaging in active learning, participants will engage in small-group, case-based learning focused on transition-specific topics such as decision-making in adolescents and young adults with IDD and challenges and strategies for supporting patients during their transition between pediatric and adult healthcare systems. We will be including the voices of those with lived experience in these topics within our workshop so that they can share their expertise. Participants will have access to supplemental materials for each topic to promote further application of the information and provide examples for integration of this education at their home institutions.

Learning Objectives:

  • Compare and contrast guardianship and other forms of support available for individuals with IDD, such as supported decision-making, including what they are, how they impact individuals, and when they may or may not be appropriate.
  • Evaluate the way in which your pediatric healthcare system prepares (or does not prepare) patients and their families for transition by comparing it to models of best practice in transition care.
  • Generate at least one way in which you can improve the care you provide your patients as they approach adolescence or young adulthood.