Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Transition Programs for Individuals with Disabilities: A Post-Secondary College Experience Leading to Greater Independence in Life and Work

  • Karen H. Feathers, Ed.D. (Author) Gwynedd Mercy University image/svg+xml
    Karen Feathers, Ed.D., is an assistant professor of special education at Longwood University where she serves as the program director of special education and coordinator of both the professional studies autism certificate program and the Longwood LIFE program for individuals with intellectual disabilities (ages 18-25) who desire a college experience leading to greater independence in daily living and work skills. Karen came to Longwood in 2017 after teaching elementary and middle school for 34 years. She is the founding director of the Ukraine Specia l Needs Orphanages Fund, Inc., an organization that is active in providing special education conferences for education in Rivne and Khmelnytski regions of Ukraine.
  • Deborah E. Schadler, Ph.D., CPCRT, PRSE (Author) Gwynedd Mercy University
    Deborah E. Schadler, PhD, CPCRT, is the founder and director of the Autism Institute in the School of Business and Education at Gwynedd Mercy University, where she has been a professor for over 19 years. She has worked in a variety of areas of special education and clinical practice for over 45 years including serving as a clinical and school speech therapist, cognitive therapist, behavioral specialist and classroom teacher. As director of the Autism Institute, she provides professional development to a wide variety of professionals. She holds the Autism Endorsement from the PA Department of Education and was a recent recipient of the Bernice Baumgarner Outstanding Educator Award – Council for Exceptional Children and the National Linback Award for Excellence in Teaching.
DOI
https://doi.org/10.64546/jaasep.412
Abstract
This mixed-methods study analyzed data collected from a higher education pilot program intended to foster preparation for greater independence with students with intellectual disabilities (ID). Pearson’s Quality of Life Inventory (QOLI) (Frisch, 1994) was administered to five program participants with high functioning intellectual disabilities (ages 18-25 years). Students also responded to interview questions relative to outcome objectives of domain courses including social skills training, fine arts exploration, recreation orientation, life and work skills instruction, and self-advocacy coaching. Data analysis of QOLI and themes from interviews revealed implications of how students perceive their overall quality of life. Also analyzed were the students’ perceptions of the following areas of their lives: personal growth and self-esteem, work skills and behaviors, social skills for group activities and significant relationships, skills for functioning independently, and skills for self-advocacy and making choices. The goal of sharing these findings is to assist others in the design of future transition programs for this population.
Keywords
Art Appreciation, College Students, Fine Arts, Independent Living, Intellectual Disability, Interpersonal Competence
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How to Cite
Feathers, K. H., & Schadler, D. E. (2020). Transition Programs for Individuals with Disabilities: A Post-Secondary College Experience Leading to Greater Independence in Life and Work. Journal of the American Academy of Special Education Professionals, 15(1), 7-37. https://doi.org/10.64546/jaasep.412

Winter 2020

Article Information

  • Article Type Articles
  • Submitted December 19, 2019
  • Published February 15, 2020
  • Issue Winter 2020
  • Section Articles
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