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

Articles

What Parents Tell Their Post-Secondary Students with Intellectual and Developmental Disabilities about Money

Joanne Caniglia, Ph.D., Yvonne Michali, Ph.D., Michelle Meadows, Ph.D., Davison Mupinga, Ph.D.
  • Joanne Caniglia, Ph.D. (Author) Kent State University image/svg+xml
    Joanne Caniglia, Ph.D., earned an undergraduate degree in mathematics at John Carrol l University and her masters in mathematics at Youngstown State University. She was a secondary teacher and department chair in Niles and Akron, Ohio for 12 years and spent time as a graduate researcher at Kent State University where she received her doctorate in Curriculum and Instruction with an emphasis in Mathematics Education. She taught for 14 years at Eastern Michigan University where she was Professor of Mathematics Education.
  • Yvonne Michali, Ph.D. (Author) Kent State University
    Vonnie Michali, Ph.D., is the director of the Career and Community Studies (CCS) program at Kent State University. The CCS program is a college-based, transition, non-degree program to prepare students with intellectual and developmental disabilities for adult life through academic pursuits, peer socialization, and career discovery and preparation. She holds a doctorate in special education and has directed the CCS program for 8 years.
  • Michelle Meadows, Ph.D. (Author) Tiffin University image/svg+xml
    Michelle L. Meadows, Ph.D., is an Assistant Professor of Education and Chair of the M.Ed. Online Program at Tiffin University where she teachers undergraduate and graduate courses in education, mathematics, and science. Prior to teaching at Tiffin University, she was a middle school teacher for seven years working with students with various disabilities and diverse cultural backgrounds. Her research interests include reflection, teaching and learning of mathematics, pre-service teacher learning, and the use of technology into the classroom.
  • Davison Mupinga, Ph.D. (Author) Kent State University
    Davison Mupinga, Ph.D., is a faculty member in the Career and Technical Teacher Education program, specializing in the preparation of career and technical teachers/instructors and trainers. He began his teaching career as a high school technical and business education teacher. Over the years, he has worked with trainers, pre-service, and in-service technical teachers from different parts of the world, including Zimbabwe, Kenya, Lesotho, Uganda, and South Africa. He has held faculty positions at the University of Zimbabwe, State University of New York, Oswego, and Indiana State University. His research interests are in international technical education, integrating technology into career and technical education, and preparation of technical teacher for the 21st century.
DOI
https://doi.org/10.64546/jaasep.433
Abstract
The purpose of this study was to learn what parents of young adults with intellectual and developmental disabilities (IDD) communicate in terms of financial literacy (skills, knowledge, attitudes, and behaviors); and how their financial literacy perceptions compare with their student’s. This research builds on prior parental socialization of finances to include persons with IDD. Data for this study included a survey which was adapted from Jorgensen (2007) and administered to both parents and their post-secondary student. A focus group consisting of a smaller sample of parents was used to learn how parents encouraged their child’s acquisition of financial knowledge, attributes, behaviors, and influences. This study extends research on parent-child communication about money to the special education population and offers practical implications for communicating financial matters.
Keywords
College Students, Decision Making, Developmental Disabilities, Goal Orientation, Intellectual Disability, Money Management
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How to Cite
Caniglia, J., Michali, Y., Meadows, M., & Mupinga, D. (2020). What Parents Tell Their Post-Secondary Students with Intellectual and Developmental Disabilities about Money. Journal of the American Academy of Special Education Professionals, 15(3), 6-23. https://doi.org/10.64546/jaasep.433

Fall 2020

Article Information

  • Article Type Articles
  • Submitted August 16, 2020
  • Published October 15, 2020
  • Issue Fall 2020
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