I'm Trying to Make Myself Happy: Black Students With Intellectual and Developmental Disabilities and Families on Promoting Self-Determination During Transition

• Published in: Inclusion (Washington, D.C.) Vol. 9; no. 3; pp. 170 - 188
• Main Authors: Scott, LaRon A., Thoma, Colleen A., Gokita, Tonya, Bruno, Lauren, Ruiz, Amber Brown, Brendli, Katherine, Taylor, Joshua P., Vitullo, Vivian
• Format: Journal Article
• Language: English
• Published: District of Columbia American Association of Intellectual & Developmental Disabilities 01.09.2021
• Subjects: Black students; Developmental disabilities; Disability discrimination; Employment; Ethnicity; Families & family life; Higher education; Intellectual disabilities; People with disabilities; Race; Racism; Secondary schools; Special education; Students with disabilities
• ISSN: 2326-6988; 2326-6988
• DOI: 10.1352/2326-6988-9.3.170

Abstract Promoting self-determination for students with disabilities has proven to be a critical component of effective transition planning. However, researchers seldom consider race when promoting self-determination for people with disabilities. The purpose of the current phenomenological research investigation was to explore how Black youth with intellectual and developmental disabilities (IDD) and their families explain transition planning experiences that promote and hinder self-determination. We found that participants in the current study experienced some hurdles during their transition experiences that they perceive are rooted in systemic and structural racism and ableism that prompted advocacy, family engagement, inclusion, building knowledge of rights, and other emergent strategies to promote self-determination. Findings from the current preliminary investigation have implications for transition and self-determination research, as well as improving the quality of services and support for Black youth with IDD and their families.