The Emergence of Self-Determination in Young Adults with Intellectual Disability Participating in Project SEARCH

Oct 15, 2026

Uploaded by Stanford

Obstacles faced by young adults with intellectual disability during the transition from high school to postschool employment can restrict opportunities and capacity for self-determination. This qualitative study analyzes challenges experienced by nine interns with ID during a one-year Project SEARCH internship in a Kentucky distribution center. Using field observations, interviews, photographs, goal reporting, and the AIR Self-Determination Scale, the study identifies challenges in communication, workplace social competence, work skill development, emotional regulation, and self-perception beyond current work experience. Collaborative supports support positive growth.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Study focus and participants

Methods and assessment tools

Identified challenges

Collaborative supports and outcomes

The Emergence of Self-Determination in Young Adults with Intellectual Disability Participating in Project SEARCH Kate E . Strater, Ed . D . Calvin University Erin M . Elfers, M . Ed . Positive Solutions Behavior Group Abstract Obstacles encountered by young adults with intellectual disability (ID) during the transition from high school to postschool employment have great potential to limit an individual’s opportunity and/or capacity for self-determination with regard to employment. This qualitative study examines the challenges to self-determination experienced by a group of nine interns with ID during a one-year Project SEARCH internship program in a Kentucky distribution center. Through field observations, interviews, photographs, goal-reporting, and administration of the AIR Self-Determination Scale, challenges to self-determination were identified. These included challenges related to communication; social competence in the workplace; work skill development; emotional regulation; and seeing oneself outside of the current work experience. Workplace interactions, experiences, instructional strategies, and individualized supports were implemented collaboratively among interns, supervisors, co-workers, instructor, and employment specialist during the program year. As a result, interns demonstrated positive growth and development in the characteristics of self-determined people related to the identified challenges. Keywords: transition, intellectual disability, self-determination AILACTE Journal 45 Strater and Elfers The Emergence of Self-Determination in Young Adults with Intellectual Disability Participating in Project SEARCH Historically, young adults with intellectual disability (ID) have met with significant obstacles when transitioning from high school education services to post-school employment. The obstacles encountered range broadly but can include difficulty receiving adequately supported job training for skill development, accessing long-term employment supports, maintaining reliable transportation, and experiencing preconceived ideas or attitudes about competence for work (Gormley, 2015; Daston, Riehle, & Rutkowski, 2012). In turn, these obstacles have limited an individual’s capacity and opportunity to self-determine (Mithaug, 2005). Recognizing the pervasiveness of these obstacles, a Kentucky public school district (KPSD) identified the need for improved support services for high school students with ID and development of teacher capacity to support the transition from school to employment. The KPSD implemented a Project SEARCH employment training site at a local distribution center. This study presents an examination offactors contributing to growth in an individual’s self-determination through an exploration of instruction and experiences (Strater, 2017). Project SEARCH is an international program that provides a one-year, full-immersion work experience for young adults with ID who are in their last year of eligibility for high school services. Program participation provides a fully inclusive work experience through a collaborative effort among a local business, education agency, vocational rehabilitation agency (VR), and job-coaching service provider that effectively creates linkages with service providers and connections for individuals in the local community. Curriculum includes instruction in daily and independent living skills, social competence, self-determination, and employability. Students receive instruction on-site at a host business through a combination of classroom instruction and internships. A supported employment service agency works alongside the student interns to provide job training, development, and placement services atthe completion of the program (Rutkowski, Daston, 46 AILACTE Volume XVI 2019 Self-Determination and Project SEARCH Van Kuiken, & Riehle, 2006). From 2014-2017, Project SEARCH has consistently maintained a 70%-75% employment rate for the ove

FAQs

What problem does the study address regarding young adults with intellectual disability?

The study examines how obstacles during the transition from high school to postschool employment can limit self-determination related to employment opportunities and capacity.

How was self-determination evaluated in the study?

Self-determination challenges were identified through field observations, interviews, photographs, goal-reporting, and administration of the AIR Self-Determination Scale.

What challenges to self-determination were identified?

Challenges included communication, social competence in the workplace, work skill development, emotional regulation, and seeing oneself beyond the current work experience.

Oct 15, 2026

Uploaded by Stanford