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This article presents the results of an empirical research that aimed to analyse the personal, socio-familial and occupational situations of young people with intellectual disabilities who completed their schooling at a special education centre. It also sought to identify and analyse the difficulties and opportunities that these young people experience in their route into employment, especially with regard to access, use and enjoyment of the occupational and labour resources made available during this transition. The methodology used was both quantitative and qualitative, based on triangulation techniques and the approach of exploring the knowledge of both individuals directly involved in the process and the professionals involved. In the research, personal information from documentary sources (student records) and from secondary sources (annual reports for schools) was used. Structured interviews were conducted with young people with intellectual disabilities who had completed their schooling and in-depth interviews were conducted with a representative sample of these individuals. In order to complete the picture, in-depth interviews were also conducted with professionals who work in this field. The direct participation of people with disabilities and their families in the research provided substantial insight and a real overview of the situations that they had experienced. The research results show, among other conclusions, the way in which the type of disability and the degree of affectation determine the different needs of support that people with intellectual disabilities, sometimes related to other kind of disabilities (physical, mental), need in order to best access existing resources. In our article, we highlight the need for and impor

Análisis longitudinal de los itinerarios de inserción ocupacional y laboral de jóvenes con discapacidad intelectual tras la escolaridad obligatoria