Date Approved

3-30-2026

Embargo Period

3-30-2026

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

JoAnn Manning, Ed.D

Committee Member 1

Amy Accardo, Ed.D.

Committee Member 2

MaryBeth Walpole, Ph.D.

Keywords

adaptive skills;intellectual disabilities;parental perspectives;postsecondary transition;special education;transition to adulthood

Disciplines

Education

Abstract

Abstract Oretha Bennett-Spence PARENTAL PERSPECTIVES ON PREPAREDNESS OF YOUNG ADULTS WITH INTELLECTUAL DISABILITIES FOR TRANSITION TO ADULTHOOD 2026 JoAnn Manning, Ed.D. Doctor of Education The transition from high school to adulthood presents significant challenges for young adults with intellectual disabilities and their families. Although schools are required to provide transition services, limited research has examined parents’ lived experiences navigating this process. This qualitative study explored how parents perceive their child’s preparedness for adulthood and postsecondary life. Guided by Schlossberg’s (1981) 4S Transition Framework and Interpretative Phenomenological Analysis (IPA), the study examined the experiences of six parents whose young adults were enrolled in or had recently completed a public-school transition program in New Jersey. Data were collected through semi-structured interviews, researcher journaling, and member checking. Analysis revealed themes related to adaptive skill development, post-school service gaps, emotional uncertainty, and school family collaboration. Parents emphasized the need for practical life skills instruction, community integration, and clearer pathways to employment and adult services. Findings indicate that while transition programs provide foundational supports, systemic barriers and inconsistent services continue to contribute to parental stress. Implications include strengthening school family partnerships, enhancing person-centered planning, and providing earlier, coordinated transition supports. This study highlights the importance of incorporating parent perspectives to inform transition planning for young adults with intellectual disabilities.

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