Date
6-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Stanley
Keywords
caretaker perspective, intellectual disabilities, post-high school, special education, transitions, young adults
Disciplines
Education | Special Education and Teaching
Recommended Citation
Wilkerson, Sydney C., "Exploring Caregiver Perspectives of Their Transitioning Young Adults With Intellectual / Developmental Disabilities: A Qualitative Study" (2025). Doctoral Dissertations and Projects. 7101.
https://digitalcommons.liberty.edu/doctoral/7101
Abstract
The purpose of this hermeneutic phenomenological study was to better understand the primary caregiver’s experiences throughout the post-high school transitioning process for young adults with IDDs (Intellectual Disabilities/ or Developmental Disabilities) who attend, are about to attend or have recently participated at the after-high school transition program, Project X. This study answered the central research question: What are the primary caregiver experiences of post-secondary transitioning for young adults with intellectual or developmental disabilities (IDDs)? The theory that guided this study was the theory-of-action (TOA) to the theory-of-use (TOU), as identified by Argyris. This theory helped explain the objective of assisting others in gaining the skills and concepts needed to turn thoughts and understandings into carried-out actions, aiming to directly impact the hidden curriculum that may exist for those with IDDs. This qualitative study utilized a hermeneutic phenomenological approach to understand the transition process better as it translates across the United States using various collection and analytical techniques. The primary caregivers of those who attend Project X in northwestern Louisiana physically participate at the AB Center (ABC). Data were collected through interviews, questionnaires (including pre- and post-surveys), and observations. These collections were analyzed through triangulation, and the hermeneutic circle was employed to enhance the validity and trustworthiness of the findings for the related community. Holistically, primary caregivers had negative experiences regarding the transition process of their young adults and were incredibly frustrated by it. This impacts the understanding of what comes next for those within the special education realm and helps future preparations for everyone involved, indicating the need for transitional reformation.
