Presenter Information
Rachel Tokarski, OTS, Occupational Therapy
Ashlyn Geubtner, OTS, Occupational Therapy
Jeryl D. Benson Ed.D, OTR/L, Occupational Therapy
Abstract
A Qualitative Study of the Transition from an Educational Setting to Adulthood for Youth with Intellectual and Developmental Disabilities (IDD) is an on-going phenomenological study that seeks to understand the perspectives of parents of young adults aged 16-21 with IDD who are transitioning out of an educational setting, as well as the perspectives of these young adults themselves. This research is necessary because there is a gap in the current literature regarding how these parents and children feel the transition process is working or is not working for them. Participants are found via purposive snowball sampling, and semi-structured interviews are recorded, transcribed, and coded. Preliminary results show six emerging themes: Finding the right fit: The match between client & context, “Walking the path alone”: Understanding the parent & student perspectives, Going above and beyond: the relationship between family & the professionals, Building a bridge between family & community via resource sharing, “Pathway of the transition process”: from exploration to implementation, and creating a supportive environment through open communication.
Advisor
Jeryl D. Benson, Ed.D, OTR/L
Submission Type
Paper
Publication Date
2019-04-01
A Qualitative Study of the Transition Process from and Educational Setting to Adulthood for Adolescents with Intellectual and Developmental Disabilities (IDD)
A Qualitative Study of the Transition from an Educational Setting to Adulthood for Youth with Intellectual and Developmental Disabilities (IDD) is an on-going phenomenological study that seeks to understand the perspectives of parents of young adults aged 16-21 with IDD who are transitioning out of an educational setting, as well as the perspectives of these young adults themselves. This research is necessary because there is a gap in the current literature regarding how these parents and children feel the transition process is working or is not working for them. Participants are found via purposive snowball sampling, and semi-structured interviews are recorded, transcribed, and coded. Preliminary results show six emerging themes: Finding the right fit: The match between client & context, “Walking the path alone”: Understanding the parent & student perspectives, Going above and beyond: the relationship between family & the professionals, Building a bridge between family & community via resource sharing, “Pathway of the transition process”: from exploration to implementation, and creating a supportive environment through open communication.