Abstract
Abstract Postsecondary education programs (PSEs) are becoming increasingly available for young adults with intellectual and developmental disabilities across the United States. Positive interactions between young adults and their families and professionals, and collaborative family-professional interactions can enhance transition outcomes for people with disabilities, including successful transition into and out of PSEs. However, there is limited research on the perspectives of the young adults who attend PSEs regarding these topics. The purpose of this qualitative study was to examine the retrospective perceptions of 10 PSE graduates regarding (a) interactions with their families, (b) interactions with PSE professionals, and (c) interactions between their families and PSE professionals. Participants reported negative and positive interactions with their families and PSE professionals, described how their families and PSE professionals interacted, and also provided recommendations for families and professionals to support young adults with disabilities. Implications and future research are discussed.
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