How do Individuals with Intellectual and Developmental Disabilities and Their Families Experience Post-Secondary Transition? Public Deposited

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  • February 22, 2019
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  • Hopper, Emily Victoria
    • Affiliation: School of Medicine, Department of Allied Health Sciences, Division of Occupational Science and Occupational Therapy
Abstract
  • Background & Significance: • Transition can create both internal and external conflicts for individuals with intellectual and developmental disabilities (IDD) as they encounter novel experiences and roles thrust upon them when they begin the process of phasing out of the public high school system into community and work life. • Understanding both the experience of individuals with IDD during this transition process and the perspectives of their family members is important, as it is often determined within the family context. • Few studies have investigated transition experiences of individuals with IDD from the perspectives of the student and their parents. • Transition programs that emphasize skills training and prevocational guidance through a client-centered, experiential approach correlate with positive outcomes for individuals with IDD and their family. • TRACKS is a pilot transition program that provides opportunities for individuals with IDD to develop life skills, participate in work site trainings, cultivate social interactions, and practice community mobility on a local university’s campus to facilitate preparation for post-secondary community life integration.
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  • In Copyright
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  • University of North Carolina at Chapel Hill. Department of Allied Health Sciences. Division of Occupational Science and Occupational Therapy. Student Research Day (2016: Chapel Hill, NC)
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