Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Victor Mercurio, Ed.D.
Committee Members
Tonya Glantz, Ph.D.; Stacey Kite, D.B.A
Keywords
Individualized Education Plan (IEP), intellectual and developmental disabilities (IDD), competitive employment, transition programs, post-school, Individuals with Disabilities Education Act (IDEA), integrated and supported employment, young adult
Abstract
Difficulties with socialization, obtaining employment, dependency on family, altered levels of stress, and community integration are factors that significantly challenge young adults with intellectual and developmental disabilities (IDD) upon exiting high school, and participating in transition programs (Athamanah et al., 2020; Biggs & Carter, 2016; Foley et al., 2012; Butterworth et al., 2011; Zhang et al., 2023). Transition programs offer young adults ages 18-22 an opportunity to obtain the life skills and vocational training needed to better prepare them for employment, social interactions, and independent living (Curtis et al., 2009). Literature on post- school transition focuses on elevating the voices of parents, teachers, caregivers, etc. Only minor fractions of research from pioneers such as Cimera (2014), Newman et al. (2011), Parmenter (1991), Test et al. (2009), and Wagner et al. (1993) incorporate young adult voices. This mixed methods sequential explanatory study investigated the level of satisfaction and experiences of young adults with mild to moderate IDD in transition programs. The following research questions guided this study: 1. How do young adults with mild to moderate IDD rate their level of satisfaction with transition programs? 2. How do young adults with mild to moderate IDD describe their experiences in transition programs? A sequential explanatory mixed methods design supported this research. Phase I (N=98) consisted of a survey measuring young adult’s level of satisfaction with transition programs. Phase II consisted of interviews with (n=5) young adults and (N=1) expert. The study was conducted throughout three northeastern states.
Recommended Citation
Cortico Ramirez, Marjorie, "Experiences of Young Adults with Mild to Moderate Intellectual and Developmental Disabilities in Transition Programs" (2025). JWU Dissertations & Theses. 43.
https://scholarsarchive.jwu.edu/jwu_etd/43
