My Life, My Words: Postsecondary Transition Outcomes for Young Adults with Intellectual & Developmental Disabilities
Main Article Content
Keywords
Intellectual and Developmental Disabilities (IDD), postsecondary transition, community integration
Abstract
Young adults with intellectual and developmental disabilities continue to struggle with community upon postsecondary transition despite policy and research initiatives, yet little data exists describing life in the decade after graduation in the words of those affected. This study employed narrative inquiry to enable collaborators to describe these experiences in their own words.
References
Acharya, K., Meza, R., & Msall, M. E. (2017). Disparities in life course outcomes for transition-aged youth with disabilities. Pediatric Annals, 46(10), 371–376. https://doi.org/10.3928/19382359-20170918-01
Amado, A. N., Stancliffe, R. J., McCarron, M., & McCallion, P. (2013). Social inclusion and community participation of individuals with intellectual/developmental disabilities. Intellectual and Developmental Disabilities, 51(5), 360–375. https://doi.org/10.1352/1934-9556-51.5.360
Asp, A., Bratt, E.-L., & Bramhagen, A. C. (2015). Transfer to adult care—Experiences of young adults with congenital heart disease. Journal of Pediatric Nursing, 30(5), 3–10. https://doi.org/10.1016/j.pedn.2015.05.025
Baker, J. N., Lowrey, K. A., & Wennerlind, K. R. (2018). Building an inclusive post-secondary education program for young adults with intellectual developmental disability. Physical Disabilities: Education and Related Services, 37(2), 13–33. https://doi.org/10.14434/pders.v37i2.25738
Bell, A. A., & Zamani-Gallaher, E. M. (2017). Access, accommodation, and reasoned action among collegians with disabilities. Journal of Applied Research in the Community College, 24(1), 95–106.
Benson, J. D., Tokarski, R., Blaskowitz, M. G., & Geubtner, A. (2021). Phenomenological study of the transition process for adolescents with intellectual and developmental disabilities. The American Journal of Occupational Therapy, 75(3), 1-10. https://doi.org/10.5014/ajot.2021.044289
Berg, L. A., Jirikowic, T., Haerling, K., & MacDonald, G. (2017). Navigating the hidden curriculum of higher education for postsecondary students with intellectual disabilities. American Journal of Occupational Therapy, 71(3), 1–9. https://doi.org/10.5014/ajot.2017.024703
Bjornsdottir, K., Goodley, D., & Sigurjonsdottir, H. B. (2014). Behind the quest for tales, stories, and lives: Reflections on narrative research with people with intellectual disabilities. Icelandic Journal of Education, 23(2), 87–104.
Black, A., & Lawson, H. (2017). Purposes of education for young people with severe learning difficulties: Exploring a vocational teaching resource: ‘A stepping stone to…’ what? Cambridge Journal of Education, 47(2), 207–226. https://doi.org/10.1080/0305764X.2016.1142505
Charlton, J. I. (2000). Nothing about us without us: Disability, oppression, and empowerment. University of California Press.
Clandinin, D. J. (2016). Engaging in narrative inquiry. Routledge.
Domin, D., Taylor, A. B., Haines, K. A., Papay, C. K., & Grigal, M. (2020). “It’s not just about a paycheck”: Perspectives on employment preparation of students with intellectual disability in federally funded higher education programs. Intellectual and Developmental Disabilities, 58(4), 328–347. https://doi.org/10.1352/1934-9556-58.4.328
Francis, G. L., Reed, A. S., & Howard, M. E. (2020). Interactions with and between families and professionals in college: Perspectives of young adults with Intellectual and Developmental Disabilities. Inclusion, 8(2), 163–179. https://doi.org/10.1352/2326-6988-8.2.163
Franklin, M. S., Beyer, L. N., Brotkin, S. M., Maslow, G. R., Pollock, M. D., & Docherty, S. L. (2019). Health care transition for adolescent and young adults with intellectual disability: Views from the parents. Journal of Pediatric Nursing, 47, 148–158. https://doi.org/10.1016/j.pedn.2019.05.008
Hall, M. C. (2019). Critical disability theory. In E. N. Zalta (ed.), Stanford Encyclopedia of Philosophy (Winter 2019), Metaphysics Research Lab, Stanford University.
Hirano, K. A., Rowe, D., Lindstrom, L., & Chan, P. (2018). Systemic barriers to family involvement in transition planning for youth with disabilities: A qualitative metasynthesis. Journal of Child and Family Studies, 27(11), 3440–3456. https://doi.org/10.1007/s10826-018-1189-y
Horn, A. L., Bean, K. M., Layden, S. J., Terpstra, J. E., & Holloway, K. C. (2020). Building collaborative partnerships to increase postsecondary education opportunities for students with Intellectual and Developmental Disabilities. School-University Partnerships, 13(2), 82–85.
Jacobs, P., MacMahon, K., & Quayle, E. (2018). Transition from school to adult services for young people with severe or profound intellectual disability: A systematic review utilizing framework synthesis. Journal of Applied Research in Intellectual Disabilities, 31(6), 962–982. https://doi.org/10.1111/jar.12466
Joly, E. (2015). Transition to adulthood for young people with medical complexity: An integrative literature review. Journal of Pediatric Nursing, 30(5), 91–103. https://doi.org/10.1016/j.pedn.2015.05.016
Joseph, M.A. M., Osmanu, K., & Moss, K. (2017). Ethical considerations for working with transition aged youth and students with disabilities given the implications of WIOA. Journal of Applied Rehabilitation Counseling, 48(2), 42–47. https://doi.org/10.1891/0047-2220.48.2.42
Jovchelovitch, S., & Bauer, M. W. (2000). Narrative interviewing. In M. W. Bauer & G. Gaskell (Eds.) Qualitative researching with text, image, and sound: A practical handbook (pp. 57-74). SAGE.
Kester, J., Beveridge, S., Flanagan, M., & Stella, J. (2019). Interdisciplinary professional development needs of transition professionals serving youth with autism spectrum disorders. Journal of Rehabilitation, 85(1), 53–63.
Kim, J. H. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research (1st ed.). SAGE.
Ladores, S. (2015). Concept analysis of health care transition in adolescents with chronic conditions. Journal of Pediatric Nursing, 30(5), 119–129. https://doi.org/10.1016/j.pedn.2015.06.003
Lawrence, J. S. (2006). Foreword. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. xix–xxvii). ProQuest Ebook Central.
Lee, H., & Morningstar, M. E. (2019). Exploring predictors of community participation among young adults with severe disabilities. Research and Practice for Persons with Severe Disabilities, 44(3), 186–199. https://doi.org/10.1177/1540796919863650
Liasidou, A., & Symeou, L. (2018). Neoliberal versus social justice reforms in education policy and practice: Discourses, politics, and disability rights in education. Critical Studies in Education, 59(2), 149–166. https://doi.org/10.1080/17508487.2016.1186102
MacIntyre, A. (2007). After virtue: A study in moral theory (3rd ed.). University of Notre Dame Press.
McAdams, D. P., & McLean, K. C. (2013). Narrative identity. Current Directions in Psychological Science, 22(3), 233–238. https://doi.org/10.1177/0963721413475622
McDonald, K. E., Conroy, N. E., & Olick, R. S. (2016). Is it worth it? Benefits in research with adults with intellectual disability. Intellectual and Developmental Disabilities, 54(6), 440–453. https://doi.org/10.1352/1934-9556-54.6.440
Merriam-Webster. (n.d.). Transition. In Merriam-Webster.com dictionary. Retrieved December 17, 2020 from: https://www.merriam-webster.com/dictionary/transition
Murray, M. (2003). Narrative psychology and narrative analysis. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 95–112). American Psychological Association.
Nasamran, A., Witmer, S. E., & Los, J. E. (2017). Exploring predictors of postsecondary outcomes for students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 52(4), 343–356. https://doi.org/10.1037/e603852013-001
Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., Wei, X., Cameto, R., Contreras, E., Ferguson, K., Greene, S., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2) (pp. 1–158). Institute of Education Sciences National Center for Special Education Research. https://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf
Nind, M. (2008). Conducting qualitative research with people with learning, communication and other disabilities: Methodological challenges. Project Report. National Center for Research Methods.
Oertle, K. M., & O’Leary, S. (2017). The importance of career development in constructing vocational rehabilitation transition policies and practices. Journal of Vocational Rehabilitation, 46(3), 407–423. https://doi.org/10.3233/JVR-170877
Oertle, K. M., Bobroff, S., & Sax, C. L. (2021). Organizational policies and personnel factors that are incentives for and challenges to collaboration as identified by statewide transition supervisors. Journal of Disability Policy Studies, 32(1), 36–50. https://doi.org/10.1177/1044207320943544
Plotner, A. J., Mazzotti, V. L., Rose, C. A., & Teasley, K. (2020). Perceptions of interagency collaboration: Relationships between secondary transition roles, communication, and collaboration. Remedial and Special Education, 41(1), 28–39. https://doi.org/10.1177/0741932518778029
Qian, X., Johnson, D. R., Smith, F. A., & Papay, C. K. (2018). Predictors associated with paid employment status of community and technical college students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(4), 329–343. https://doi.org/10.1352/1944-7558-123.4.329
Rast, J. E., Roux, A. M., & Shattuck, P. T. (2020). Use of vocational rehabilitation supports for postsecondary education among transition-age youth on the autism spectrum. Journal of Autism and Developmental Disorders, 50(6), 2164–2173. https://doi.org/10.1007/s10803-019-03972-8
Riesen, T., & Oertle, K. M. (2019). Developing work-based learning experiences for students with intellectual disabilities: A preliminary study of employers’ perspectives. Journal of Rehabilitation, 85(2), 27–36.
Rosenbaum, P., & Gorter, J. W. (2012). The ‘F-words’ in childhood disability: I swear this is how we should think!: The ‘F-words’ in childhood disability. Child: Care, Health and Development, 38(4), 457–463. https://doi.org/10.1111/j.1365-2214.2011.01338.x
Sandahl, C. (2018). Disability art and culture: A model for imaginative ways to integrate the community. Alter, 12(2), 79–93. https://doi.org/10.1016/j.alter.2018.04.004
Sannicandro, T., Parish, S. L., Fournier, S., Mitra, M., & Paiewonsky, M. (2018). Employment, income, and SSI effects of postsecondary education for people with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(5), 412–425. https://doi.org/10.1352/1944-7558-123.5.412
Shogren, K. A., Wehmeyer, M. L., Shaw, L. A., Grigal, M., Hart, D., Smith, F. A., & Khamsi, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), 146–159.
Sigstad, H. M. H., & Garrels, V. (2017). Facilitating qualitative research interviews for respondents with intellectual disability. European Journal of Special Needs Education, 33(15), 691–706. https://doi.org/10.1080/08856257.2017.1413802
Smith-Chandler, N., & Swart, E. (2014). In their own voices: Methodological considerations on narrative disability research. Qualitative Health Research, 24(3), 420–430. https://doi.org/10.1177/1049732314523841
St. Pierre, J. (2015). Cripping communication: Speech, disability, and exclusion in liberal humanist and posthumanist discourse. Communication Theory, 25(3), 330–348. https://doi.org/10.1111/comt.12054
Stein, K. F., Connors, E. H., Chambers, K. L., Thomas, C. L., & Stephan, S. H. (2016). Youth, caregiver, and staff perspectives on an initiative to promote success of emerging adults with emotional and behavioral disabilities. The Journal of Behavioral Health Services & Research, 43(4), 582–596. https://doi.org/10.1007/s11414-014-9426-7
Tint, A., Maughan, A. L., & Weiss, J. A. (2017). Community participation of youth with intellectual disability and autism spectrum disorder. Journal of Intellectual Disability Research, 61(2), 168–180. https://doi.org/10.1111/jir.12311
United States Department of Education (n.d.) About IDEA. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/about-idea/
United States Office of Special Education Programs. (n.d.). History: Twenty-five years of progress. [pdf] https://www2.ed.gov/policy/speced/leg/idea/history.pdf
Wilczenski, F. L., Cook, A. L., & Regal, C. P. (2017). Rethinking college: Roles for school psychologists in transition planning for students with intellectual disability. Contemporary School Psychology, 21(1), 71–79. https://doi.org/10.1007/s40688-016-0112-z
Amado, A. N., Stancliffe, R. J., McCarron, M., & McCallion, P. (2013). Social inclusion and community participation of individuals with intellectual/developmental disabilities. Intellectual and Developmental Disabilities, 51(5), 360–375. https://doi.org/10.1352/1934-9556-51.5.360
Asp, A., Bratt, E.-L., & Bramhagen, A. C. (2015). Transfer to adult care—Experiences of young adults with congenital heart disease. Journal of Pediatric Nursing, 30(5), 3–10. https://doi.org/10.1016/j.pedn.2015.05.025
Baker, J. N., Lowrey, K. A., & Wennerlind, K. R. (2018). Building an inclusive post-secondary education program for young adults with intellectual developmental disability. Physical Disabilities: Education and Related Services, 37(2), 13–33. https://doi.org/10.14434/pders.v37i2.25738
Bell, A. A., & Zamani-Gallaher, E. M. (2017). Access, accommodation, and reasoned action among collegians with disabilities. Journal of Applied Research in the Community College, 24(1), 95–106.
Benson, J. D., Tokarski, R., Blaskowitz, M. G., & Geubtner, A. (2021). Phenomenological study of the transition process for adolescents with intellectual and developmental disabilities. The American Journal of Occupational Therapy, 75(3), 1-10. https://doi.org/10.5014/ajot.2021.044289
Berg, L. A., Jirikowic, T., Haerling, K., & MacDonald, G. (2017). Navigating the hidden curriculum of higher education for postsecondary students with intellectual disabilities. American Journal of Occupational Therapy, 71(3), 1–9. https://doi.org/10.5014/ajot.2017.024703
Bjornsdottir, K., Goodley, D., & Sigurjonsdottir, H. B. (2014). Behind the quest for tales, stories, and lives: Reflections on narrative research with people with intellectual disabilities. Icelandic Journal of Education, 23(2), 87–104.
Black, A., & Lawson, H. (2017). Purposes of education for young people with severe learning difficulties: Exploring a vocational teaching resource: ‘A stepping stone to…’ what? Cambridge Journal of Education, 47(2), 207–226. https://doi.org/10.1080/0305764X.2016.1142505
Charlton, J. I. (2000). Nothing about us without us: Disability, oppression, and empowerment. University of California Press.
Clandinin, D. J. (2016). Engaging in narrative inquiry. Routledge.
Domin, D., Taylor, A. B., Haines, K. A., Papay, C. K., & Grigal, M. (2020). “It’s not just about a paycheck”: Perspectives on employment preparation of students with intellectual disability in federally funded higher education programs. Intellectual and Developmental Disabilities, 58(4), 328–347. https://doi.org/10.1352/1934-9556-58.4.328
Francis, G. L., Reed, A. S., & Howard, M. E. (2020). Interactions with and between families and professionals in college: Perspectives of young adults with Intellectual and Developmental Disabilities. Inclusion, 8(2), 163–179. https://doi.org/10.1352/2326-6988-8.2.163
Franklin, M. S., Beyer, L. N., Brotkin, S. M., Maslow, G. R., Pollock, M. D., & Docherty, S. L. (2019). Health care transition for adolescent and young adults with intellectual disability: Views from the parents. Journal of Pediatric Nursing, 47, 148–158. https://doi.org/10.1016/j.pedn.2019.05.008
Hall, M. C. (2019). Critical disability theory. In E. N. Zalta (ed.), Stanford Encyclopedia of Philosophy (Winter 2019), Metaphysics Research Lab, Stanford University.
Hirano, K. A., Rowe, D., Lindstrom, L., & Chan, P. (2018). Systemic barriers to family involvement in transition planning for youth with disabilities: A qualitative metasynthesis. Journal of Child and Family Studies, 27(11), 3440–3456. https://doi.org/10.1007/s10826-018-1189-y
Horn, A. L., Bean, K. M., Layden, S. J., Terpstra, J. E., & Holloway, K. C. (2020). Building collaborative partnerships to increase postsecondary education opportunities for students with Intellectual and Developmental Disabilities. School-University Partnerships, 13(2), 82–85.
Jacobs, P., MacMahon, K., & Quayle, E. (2018). Transition from school to adult services for young people with severe or profound intellectual disability: A systematic review utilizing framework synthesis. Journal of Applied Research in Intellectual Disabilities, 31(6), 962–982. https://doi.org/10.1111/jar.12466
Joly, E. (2015). Transition to adulthood for young people with medical complexity: An integrative literature review. Journal of Pediatric Nursing, 30(5), 91–103. https://doi.org/10.1016/j.pedn.2015.05.016
Joseph, M.A. M., Osmanu, K., & Moss, K. (2017). Ethical considerations for working with transition aged youth and students with disabilities given the implications of WIOA. Journal of Applied Rehabilitation Counseling, 48(2), 42–47. https://doi.org/10.1891/0047-2220.48.2.42
Jovchelovitch, S., & Bauer, M. W. (2000). Narrative interviewing. In M. W. Bauer & G. Gaskell (Eds.) Qualitative researching with text, image, and sound: A practical handbook (pp. 57-74). SAGE.
Kester, J., Beveridge, S., Flanagan, M., & Stella, J. (2019). Interdisciplinary professional development needs of transition professionals serving youth with autism spectrum disorders. Journal of Rehabilitation, 85(1), 53–63.
Kim, J. H. (2016). Understanding narrative inquiry: The crafting and analysis of stories as research (1st ed.). SAGE.
Ladores, S. (2015). Concept analysis of health care transition in adolescents with chronic conditions. Journal of Pediatric Nursing, 30(5), 119–129. https://doi.org/10.1016/j.pedn.2015.06.003
Lawrence, J. S. (2006). Foreword. In L. C. Rubin (Ed.), Using superheroes in counseling and play therapy (pp. xix–xxvii). ProQuest Ebook Central.
Lee, H., & Morningstar, M. E. (2019). Exploring predictors of community participation among young adults with severe disabilities. Research and Practice for Persons with Severe Disabilities, 44(3), 186–199. https://doi.org/10.1177/1540796919863650
Liasidou, A., & Symeou, L. (2018). Neoliberal versus social justice reforms in education policy and practice: Discourses, politics, and disability rights in education. Critical Studies in Education, 59(2), 149–166. https://doi.org/10.1080/17508487.2016.1186102
MacIntyre, A. (2007). After virtue: A study in moral theory (3rd ed.). University of Notre Dame Press.
McAdams, D. P., & McLean, K. C. (2013). Narrative identity. Current Directions in Psychological Science, 22(3), 233–238. https://doi.org/10.1177/0963721413475622
McDonald, K. E., Conroy, N. E., & Olick, R. S. (2016). Is it worth it? Benefits in research with adults with intellectual disability. Intellectual and Developmental Disabilities, 54(6), 440–453. https://doi.org/10.1352/1934-9556-54.6.440
Merriam-Webster. (n.d.). Transition. In Merriam-Webster.com dictionary. Retrieved December 17, 2020 from: https://www.merriam-webster.com/dictionary/transition
Murray, M. (2003). Narrative psychology and narrative analysis. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 95–112). American Psychological Association.
Nasamran, A., Witmer, S. E., & Los, J. E. (2017). Exploring predictors of postsecondary outcomes for students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 52(4), 343–356. https://doi.org/10.1037/e603852013-001
Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., Wei, X., Cameto, R., Contreras, E., Ferguson, K., Greene, S., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2) (pp. 1–158). Institute of Education Sciences National Center for Special Education Research. https://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf
Nind, M. (2008). Conducting qualitative research with people with learning, communication and other disabilities: Methodological challenges. Project Report. National Center for Research Methods.
Oertle, K. M., & O’Leary, S. (2017). The importance of career development in constructing vocational rehabilitation transition policies and practices. Journal of Vocational Rehabilitation, 46(3), 407–423. https://doi.org/10.3233/JVR-170877
Oertle, K. M., Bobroff, S., & Sax, C. L. (2021). Organizational policies and personnel factors that are incentives for and challenges to collaboration as identified by statewide transition supervisors. Journal of Disability Policy Studies, 32(1), 36–50. https://doi.org/10.1177/1044207320943544
Plotner, A. J., Mazzotti, V. L., Rose, C. A., & Teasley, K. (2020). Perceptions of interagency collaboration: Relationships between secondary transition roles, communication, and collaboration. Remedial and Special Education, 41(1), 28–39. https://doi.org/10.1177/0741932518778029
Qian, X., Johnson, D. R., Smith, F. A., & Papay, C. K. (2018). Predictors associated with paid employment status of community and technical college students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(4), 329–343. https://doi.org/10.1352/1944-7558-123.4.329
Rast, J. E., Roux, A. M., & Shattuck, P. T. (2020). Use of vocational rehabilitation supports for postsecondary education among transition-age youth on the autism spectrum. Journal of Autism and Developmental Disorders, 50(6), 2164–2173. https://doi.org/10.1007/s10803-019-03972-8
Riesen, T., & Oertle, K. M. (2019). Developing work-based learning experiences for students with intellectual disabilities: A preliminary study of employers’ perspectives. Journal of Rehabilitation, 85(2), 27–36.
Rosenbaum, P., & Gorter, J. W. (2012). The ‘F-words’ in childhood disability: I swear this is how we should think!: The ‘F-words’ in childhood disability. Child: Care, Health and Development, 38(4), 457–463. https://doi.org/10.1111/j.1365-2214.2011.01338.x
Sandahl, C. (2018). Disability art and culture: A model for imaginative ways to integrate the community. Alter, 12(2), 79–93. https://doi.org/10.1016/j.alter.2018.04.004
Sannicandro, T., Parish, S. L., Fournier, S., Mitra, M., & Paiewonsky, M. (2018). Employment, income, and SSI effects of postsecondary education for people with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(5), 412–425. https://doi.org/10.1352/1944-7558-123.5.412
Shogren, K. A., Wehmeyer, M. L., Shaw, L. A., Grigal, M., Hart, D., Smith, F. A., & Khamsi, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), 146–159.
Sigstad, H. M. H., & Garrels, V. (2017). Facilitating qualitative research interviews for respondents with intellectual disability. European Journal of Special Needs Education, 33(15), 691–706. https://doi.org/10.1080/08856257.2017.1413802
Smith-Chandler, N., & Swart, E. (2014). In their own voices: Methodological considerations on narrative disability research. Qualitative Health Research, 24(3), 420–430. https://doi.org/10.1177/1049732314523841
St. Pierre, J. (2015). Cripping communication: Speech, disability, and exclusion in liberal humanist and posthumanist discourse. Communication Theory, 25(3), 330–348. https://doi.org/10.1111/comt.12054
Stein, K. F., Connors, E. H., Chambers, K. L., Thomas, C. L., & Stephan, S. H. (2016). Youth, caregiver, and staff perspectives on an initiative to promote success of emerging adults with emotional and behavioral disabilities. The Journal of Behavioral Health Services & Research, 43(4), 582–596. https://doi.org/10.1007/s11414-014-9426-7
Tint, A., Maughan, A. L., & Weiss, J. A. (2017). Community participation of youth with intellectual disability and autism spectrum disorder. Journal of Intellectual Disability Research, 61(2), 168–180. https://doi.org/10.1111/jir.12311
United States Department of Education (n.d.) About IDEA. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/about-idea/
United States Office of Special Education Programs. (n.d.). History: Twenty-five years of progress. [pdf] https://www2.ed.gov/policy/speced/leg/idea/history.pdf
Wilczenski, F. L., Cook, A. L., & Regal, C. P. (2017). Rethinking college: Roles for school psychologists in transition planning for students with intellectual disability. Contemporary School Psychology, 21(1), 71–79. https://doi.org/10.1007/s40688-016-0112-z
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Jun 19, 2025
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Author Biography
Eric Sarrett, Walden University
Dr. Eric Sarrett, PhD, MSOT, MPHIL, MA, OT/L, is an Assistant Clinical Professor in the Doctor of Occupational Therapy Program at Hanover College where his teaching emphasis includes research, assistive technology, and pediatric intervention. His research focuses on postsecondary transition and inclusion of persons with intellectual and developmental disabilities. As a practitioner, Dr. Sarrett has extensive experience in school-based practice, outpatient geriatrics, memory care, and home health services.
Dr. Sarrett graduated from Virginia Commonwealth University in 2001 and earned his PhD in Public Policy and Administration with a healthcare focus in 2022 from Walden University where he was recognized with the Harold L. Hodgkins Award for Outstanding Dissertation.