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<!DOCTYPE html> <html lang="en"> <head><script type='text/javascript' src='//cdnjs.cloudflare.com/ajax/libs/yui/3.6.0/yui/yui-min.js'></script><script type='text/javascript' src='//ajax.googleapis.com/ajax/libs/jquery/1.10.2/jquery.min.js'></script><script type='text/javascript' src='https://assets.adobedtm.com/4a848ae9611a/d0e96722185b/launch-d525bb0064d8.min.js'></script><script type='text/javascript' src=/assets/nr_browser_production.js></script>  <meta charset="utf-8"> <meta name="viewport" content="width=device-width"> <title> "Narrative Inquiry into Postsecondary Transition Outcomes for Young Adu" by Eric R. Sarrett </title>  <meta itemprop="name" content="Narrative Inquiry into Postsecondary Transition Outcomes for Young Adults with Intellectual & Developmental Disabilities"> <meta property="og:title" content="Narrative Inquiry into Postsecondary Transition Outcomes for Young Adults with Intellectual & Developmental Disabilities"> <meta name="twitter:title" content="Narrative Inquiry into Postsecondary Transition Outcomes for Young Adults with Intellectual & Developmental Disabilities"> <meta property="article:author" content="Eric R. Sarrett"> <meta name="author" content="Eric R. Sarrett"> <meta name="robots" content="noodp, noydir"> <meta name="description" content="Young adults with intellectual and developmental disabilities (IDD) continue to struggle with community engagement despite decades of research and policy initiatives addressing postsecondary transition. Evidence shows that persons with IDD are engaging in employment, postsecondary education, independent living, socialization, and other roles at significantly diminished rates, yet little data exists describing this participation in the voices of those affected. The purpose of this narrative inquiry was to describe community integration of persons with IDD in the decade following postsecondary transition in their own words. Critical disability theory was used as a lens to explore the successes and failures of public policy guiding this process. Research questions focused on types and frequency of community participation, personal perceptions of the transition journey, and how public policy supported or inhibited successful transition. Seven collaborators shared their transition narratives by creating comic books which revealed that: (a) transition began much earlier than addressed by policy, (b) bullying and paternalism were major obstacles that were insufficiently addressed, (c) sexuality was often ignored as an adult role, and (d) continued siloed service delivery led to fractured visions of adult roles and goals. Future research should explore benefits of updating public policy to address the transition beginning in early adolescence, prevalence of bullying for students with IDD, impact of siblings on social skills development, and if role participation should be emphasized over community integration to respect self-determination. Findings attest to the complexity and abilities of collaborators to enable positive social change by empowering overlooked voices to participate in the conversations guiding their futures."> <meta itemprop="description" content="Young adults with intellectual and developmental disabilities (IDD) continue to struggle with community engagement despite decades of research and policy initiatives addressing postsecondary transition. Evidence shows that persons with IDD are engaging in employment, postsecondary education, independent living, socialization, and other roles at significantly diminished rates, yet little data exists describing this participation in the voices of those affected. The purpose of this narrative inquiry was to describe community integration of persons with IDD in the decade following postsecondary transition in their own words. Critical disability theory was used as a lens to explore the successes and failures of public policy guiding this process. Research questions focused on types and frequency of community participation, personal perceptions of the transition journey, and how public policy supported or inhibited successful transition. Seven collaborators shared their transition narratives by creating comic books which revealed that: (a) transition began much earlier than addressed by policy, (b) bullying and paternalism were major obstacles that were insufficiently addressed, (c) sexuality was often ignored as an adult role, and (d) continued siloed service delivery led to fractured visions of adult roles and goals. Future research should explore benefits of updating public policy to address the transition beginning in early adolescence, prevalence of bullying for students with IDD, impact of siblings on social skills development, and if role participation should be emphasized over community integration to respect self-determination. Findings attest to the complexity and abilities of collaborators to enable positive social change by empowering overlooked voices to participate in the conversations guiding their futures."> <meta name="twitter:description" content="Young adults with intellectual and developmental disabilities (IDD) continue to struggle with community engagement despite decades of research and policy initiatives addressing postsecondary transition. Evidence shows that persons with IDD are engaging in employment, postsecondary education, independent living, socialization, and other roles at significantly diminished rates, yet little data exists describing this participation in the voices of those affected. The purpose of this narrative inquiry was to describe community integration of persons with IDD in the decade following postsecondary transition in their own words. Critical disability theory was used as a lens to explore the successes and failures of public policy guiding this process. Research questions focused on types and frequency of community participation, personal perceptions of the transition journey, and how public policy supported or inhibited successful transition. Seven collaborators shared their transition narratives by creating comic books which revealed that: (a) transition began much earlier than addressed by policy, (b) bullying and paternalism were major obstacles that were insufficiently addressed, (c) sexuality was often ignored as an adult role, and (d) continued siloed service delivery led to fractured visions of adult roles and goals. Future research should explore benefits of updating public policy to address the transition beginning in early adolescence, prevalence of bullying for students with IDD, impact of siblings on social skills development, and if role participation should be emphasized over community integration to respect self-determination. Findings attest to the complexity and abilities of collaborators to enable positive social change by empowering overlooked voices to participate in the conversations guiding their futures."> <meta property="og:description" content="Young adults with intellectual and developmental disabilities (IDD) continue to struggle with community engagement despite decades of research and policy initiatives addressing postsecondary transition. Evidence shows that persons with IDD are engaging in employment, postsecondary education, independent living, socialization, and other roles at significantly diminished rates, yet little data exists describing this participation in the voices of those affected. The purpose of this narrative inquiry was to describe community integration of persons with IDD in the decade following postsecondary transition in their own words. Critical disability theory was used as a lens to explore the successes and failures of public policy guiding this process. Research questions focused on types and frequency of community participation, personal perceptions of the transition journey, and how public policy supported or inhibited successful transition. Seven collaborators shared their transition narratives by creating comic books which revealed that: (a) transition began much earlier than addressed by policy, (b) bullying and paternalism were major obstacles that were insufficiently addressed, (c) sexuality was often ignored as an adult role, and (d) continued siloed service delivery led to fractured visions of adult roles and goals. Future research should explore benefits of updating public policy to address the transition beginning in early adolescence, prevalence of bullying for students with IDD, impact of siblings on social skills development, and if role participation should be emphasized over community integration to respect self-determination. Findings attest to the complexity and abilities of collaborators to enable positive social change by empowering overlooked voices to participate in the conversations guiding their futures."> <meta name="keywords" content="Community integration, IEP transition planning, Intellectual and developmental Disabilities, Narrative inquiry, Postsecondary transition, Role participation"> <meta name="bepress_citation_dissertation_institution" content="Walden University"> <meta name="bepress_citation_dissertation_name" content="Ph.D."> <meta name="bepress_citation_author" content="Sarrett, Eric R."> <meta name="bepress_citation_title" content="Narrative Inquiry into Postsecondary Transition Outcomes for Young Adults with Intellectual & Developmental Disabilities"> <meta name="bepress_citation_date" content="2022">   <meta name="bepress_citation_pdf_url" content="https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=12737&context=dissertations"> <meta 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href="https://scholarworks.waldenu.edu/dissertations/11357" class="ignore" aria-current="page" >11357</a> </p> </div> </div> </div>      <div id="series-header">  <h2 id="series-title"><a href="https://scholarworks.waldenu.edu/dissertations" >Walden Dissertations and Doctoral Studies</a></h2></div> <div style="clear: both"></div><div id="sub"> <div id="alpha"> <div id='title' class='element'> <h1><a href='https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=12737&context=dissertations'>Narrative Inquiry into Postsecondary Transition Outcomes for Young Adults with Intellectual & Developmental Disabilities</a></h1> </div> <div class='clear'></div> <div id='authors' class='element'> <h2 class='visually-hidden'>Author</h2> <p class="author"><a href='https://scholarworks.waldenu.edu/do/search/?q=author%3A%22Eric%20R.%20Sarrett%22&start=0&context=2169507'><strong>Eric R. Sarrett</strong></a><br /> </p></div> <div class='clear'></div> <div id='publication_date' class='element'> <h2 class='field-heading'>Date of Conferral</h2> <p>8-2022</p> </div> <div class='clear'></div> <div id='award_date' class='element'> <h2 class='field-heading'>Date of Award</h2> <p>Winter 2022</p> </div> <div class='clear'></div> <div id='degree_name' class='element'> <h2 class='field-heading'>Degree</h2> <p>Ph.D.</p> </div> <div class='clear'></div> <div id='department' class='element'> <h2 class='field-heading'>School</h2> <p>Public Policy and Administration</p> </div> <div class='clear'></div> <div id='advisor1' class='element'> <h2 class='field-heading'>Advisor</h2> <p>Lori Salgado</p> </div> <div class='clear'></div> <div id='abstract' class='element'> <h2 class='field-heading'>Abstract</h2> <p>Young adults with intellectual and developmental disabilities (IDD) continue to struggle with community engagement despite decades of research and policy initiatives addressing postsecondary transition. Evidence shows that persons with IDD are engaging in employment, postsecondary education, independent living, socialization, and other roles at significantly diminished rates, yet little data exists describing this participation in the voices of those affected. The purpose of this narrative inquiry was to describe community integration of persons with IDD in the decade following postsecondary transition in their own words. Critical disability theory was used as a lens to explore the successes and failures of public policy guiding this process. Research questions focused on types and frequency of community participation, personal perceptions of the transition journey, and how public policy supported or inhibited successful transition. Seven collaborators shared their transition narratives by creating comic books which revealed that: (a) transition began much earlier than addressed by policy, (b) bullying and paternalism were major obstacles that were insufficiently addressed, (c) sexuality was often ignored as an adult role, and (d) continued siloed service delivery led to fractured visions of adult roles and goals. Future research should explore benefits of updating public policy to address the transition beginning in early adolescence, prevalence of bullying for students with IDD, impact of siblings on social skills development, and if role participation should be emphasized over community integration to respect self-determination. Findings attest to the complexity and abilities of collaborators to enable positive social change by empowering overlooked voices to participate in the conversations guiding their futures.</p> </div> <div class='clear'></div> <div id='recommended_citation' class='element'> <h2 class='field-heading'>Recommended Citation</h2> <p> Sarrett, Eric R., "Narrative Inquiry into Postsecondary Transition Outcomes for Young Adults with Intellectual & Developmental Disabilities" (2022). <em>Walden Dissertations and Doctoral Studies</em>. 11357. <br> https://scholarworks.waldenu.edu/dissertations/11357 </p> </div> <div class='clear'></div> </div> </div> <div id='beta_7-3'>     <div class="aside download-button"> <a id="pdf" class="btn" href="https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=12737&context=dissertations" title="PDF (2.0 MB) opens in new window" target="_blank" > <i class="icon-download-alt" aria-hidden="true"></i> Download </a> </div>         <div id="article-stats" 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