Keywords

Florida Postsecondary Comprehension Transition Program, Intellectual Disability, Individuals with intellectual and developmental disabilities, Person Centered Planning, Strategic Planning Tool, Taxonomy for Postsecondary Comprehensive Transition Programming

Abstract

The study examined how person-centered planning goal setting and integrated paid work experiences predict postsecondary employment stability and earned wages for individuals with intellectual disabilities who completed Florida Postsecondary Comprehensive Transition Programs. Findings indicated that structured transition planning significantly predicts higher postsecondary earnings, while integrated, paid work experiences contribute to greater employment stability and wage progression over time. Institutional differences shape employment trajectories, underscoring the need to evaluate programmatic factors influencing postsecondary outcomes. Limitations include institutional variability in data reporting, unmeasured confounding variables, and the specificity of the sample to FPCTPs in one state. Program implementation differences and regional labor market conditions may affect generalizability. Despite these limitations, results provide empirical evidence to strengthen transition planning, expand work-based learning, and refine program evaluation frameworks. Findings support policies that enhance employment opportunities and economic self-sufficiency for individuals with ID. Future research should explore additional factors affecting long-term employment outcomes to inform inclusive postsecondary education practices.

Completion Date

2025

Semester

Spring

Committee Chair

Hines, Rebecca A.

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Exceptional Student Education

Identifier

DP0029342

Document Type

Dissertation/Thesis

Campus Location

Orlando (Main) Campus

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