Date of Award
12-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
Committee Chair/Advisor
Dr. Hans Klar
Committee Member
Dr. Cynthia Deaton
Committee Member
Dr. Noelle Paufler
Committee Member
Dr. Joseph Ryan
Abstract
PLAIN LANGUAGE ABSTRACT
Young adults with intellectual disabilities (ID) often face challenges when transitioning from high school to adult life. Postsecondary education (PSE) programs have been shown to help these individuals build skills, gain independence, and improve long-term outcomes, such as employment and independent living. However, not all students with ID are aware of or able to access these opportunities. Families, schools, and communities play an important role in helping young adults with ID prepare for and succeed in PSE programs.
This study explored what helps or makes it harder for students with ID and their families to pursue postsecondary education. Five students with ID who are currently enrolled in PSE programs were interviewed, along with their parents. The goal was to gain a deeper understanding of their experiences with education, support services, and the decision-making process that led to enrollment in a PSE program.
Participants in this study shared both the positive supports and the barriers they experienced. Many families reported struggling with limited access to community resources, a lack of early planning, and inadequate school-based support, including poor transition planning and limited vocational training. A negative social stigma of those with disabilities also created challenges. However, families also described helpful factors, including strong family advocacy, peer and community support, and growing public awareness of inclusion. These supports helped students build the skills and confidence they needed to pursue further education and independence. The findings from this study can help educators, service providers, community members, and PSE program staff better understand what families and students with ID need to prepare for and succeed in PSE programs, the completion of which is a predictor for employability and independent living after education.
Recommended Citation
Walters, Erica, "Experiences of Young Adults With an Intellectual Disability and Their Families as They Transition From High School to a Post-Secondary Education Program" (2025). All Dissertations. 4191.
https://open.clemson.edu/all_dissertations/4191