Education to employment: exploring common transition support experiences and outcomes among Filipinos and Americans with intellectual and developmental disabilities (IDD)

Abstract

Although employment facilitators and barriers are well-defined in the transitionliterature, accounts of individuals with intellectual and developmental disabilities (IDD) on the responsiveness of employment-related activities, services, and social support while navigating systemic barriers are rarely discussed. This study aims to describe the transition experiences of employed Filipinos and Americans with IDD during their education to employment journeys to better understand how they perceived the transition preparation they received and identify the support pathways and outcomes in their transition from school to work. Using phenomenology, five themes emerged, namely, (a) helpful employment preparation activities and resources, (b) doors to employment, (c) social capital as support system, (d) inclusion barriers, and (e) inclusive workforce experience and outcome. The study results allow shared learning on the success of employed individuals with IDD in the Philippines and the US, and specify the stakeholders’ relevant roles in providing responsive transition and workplace support.