VOICES FOR PERSONS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A LOOK AT POSTSECONDARY EMPLOYMENT

Publication Date

4-5-2019

Document Type

Poster

Degree Type

Graduate

Department

Special Education

Mentor

Lydia Kyei-Blankson

Mentor Department

Educational Administration & Foundations

Co-Mentor

Debbie Shelden

Co-Mentor Department

Special Education

Abstract

Parental involvement and understanding of the postsecondary process continues to be a positive predictor of students with disabilities achieving goals upon exiting high school (Test, Mazzotti, & Mustain, 2018). Understanding the families' expectations, priorities, and concerns associated with postsecondary outcomes can assist all stakeholders in developing programming and partnerships to support the student toward their stated goals. This study extends the research completed by Blustein, Carter, and McMillan (2016) which investigated parental views on postschool employment for persons with intellectual and developmental disabilities (IDD). Local agencies servicing persons with IDD were employed to recruit parents to complete the survey. Correlation and descriptive statistics were used to present the findings of the survey responses. Major findings were parents preferred part-time community employment over other settings; parents valued interpersonal relationships over work opportunities; a moderate positive relationship between race and parental prediction of employment setting upon exiting high school; and no relationship between school interactions to parental prediction of the employment setting. Implications and recommendations are discussed to support persons with IDD and their family in achieving employment outcome.

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