Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Anthony Plotner

Abstract

Inclusive postsecondary education (IPSE) programs for youth with intellectual and developmental disabilities (IDD) are expanding across the United States, yet research on parent engagement in these settings remains limited. This study examined current practices related to parent engagement within U.S. IPSE programs and investigated whether specific staff and program characteristics were associated with variations in engagement. A national sample of IPSE program leaders (N = 106) completed an online survey assessing staff demographics, program features, and parent engagement activities. The survey was developed for this study, informed by literature on secondary transition, IPSE programs, and parent engagement in both K–12 and higher education contexts. Findings contribute to understanding how IPSE programs conceptualize and implement parent engagement, providing insights that can support students and families in preparing for the transition to postsecondary education and promote effective collaboration between families and IPSE professionals.

Rights

© 2026, Abigail Mojica

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