Date

5-16-2024

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Counselor Education and Supervision (PhD)

Chair

Stacey Lilley

Keywords

young adults with disabilities, intellectual disabilities, community-based program, transitional losses, ecological model

Disciplines

Counseling

Abstract

When young adults with disabilities (YAWD) age out of the system, they face what has colloquially been termed “the cliff,” which symbolizes the sudden drop in services that occur as they transition out of high school; needs previously met at school are left unaddressed. Multiple options have been suggested to meet these needs, including employment, vocational rehab, sheltered workshops, supported employment, postsecondary education, and volunteering. Despite this, options for YAWD remain limited, especially when they have intellectual disabilities. The purpose of this intrinsic case study was to understand how Top Crops, a community-based program in Bowling Green, KY, helps meet the needs of young adults with intellectual disabilities after they complete high school. Bronfenbrenner’s (1979) ecological model was the theory that guided this study, as the program allows participants to engage with community members across multiple contexts. Data were collected through observation, document analysis, and semistructured interviews with participants, parents, and program directors. Categories were developed from the data and used to identify how Top Crops addresses the needs of young adults with intellectual disabilities. Additionally, findings revealed that Top Crops helps to meet some of the parents’ needs and influences the community’s perception of the capabilities of YAWD.

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