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This study explores the critical and emerging challenge of adulthood transition for individuals with intellectual/developmental disability (I/DD) in Georgia. The U.S. Supreme Court found in Olmstead v. L.C. (1999) that the unnecessary institutionalization of persons with disabilities is a form of unlawful discrimination and violation of the Americans with Disabilities Act (1990). Due to non-compliance with federally mandated “Olmstead plans,” Georgia has been involved in a settlement agreement (2010) with the Department of Justice that is set to expire July 1, 2015. If Georgia is at this time found to be non-adherent to the terms of this agreement—as was the case in 2010—the state will risk federal sanction, and the state’s citizens with disabilities will sustain a continued risk of neglect, abuse and wrongful death.
The purpose of this study is to critically examine transition options, and associated challenges, for youth and young adults with I/DD in Post-Olmstead Georgia. Objectives for this study are as follow: 1) To critically examine emerging and contemporary challenges affecting transition-aged individuals with I/DD in Georgia, and implications, and 2) To develop a richer understanding of the meaning of “transition” in accord with how interview participants describe their symbolic and practical experiences of this construct. Accordingly, this study seeks to answer the following research question: What challenges—existing or new—confront transition-aged individuals with I/DD, and their caretakers, in Post-Olmstead Georgia?
Methods
This qualitative case study utilizes a purposive sampling method. Interview data were collected from 13 key informants: parents/caregivers (n = 3); state vocational rehabilitation board members (n = 2); officials from an inclusive postsecondary education program in Georgia (n = 4); non-profit administrators (n = 2); social work faculty members with prior clinical practice experience (n = 2). Researchers use the postmodern variant of grounded theory as developed by Adele Clarke for the discourse and document analyses portions of this study. Researchers employ situational analysis to deconstruct official documents for the purpose of gaining a deeper understanding of the production of power/knowledge ideologies and control through discourse.
Results
A total of four themes emerged based on stakeholder interviews about transition barriers: 1) Inequality of transition options; 2) Identified need for continuation of social supports beyond graduation from secondary education; 3) Lack of integration between programs, providers and recipients; and, 4) A premium placed on employment as the primary goal for successful transition at the exclusion of other important indicators. Vocational Rehabilitation and postsecondary education documents fell into two categories thematically: 1) Normalization, and 2) Exclusion.
Implications
Findings of this research study suggest the following as viable implications for policy in Post-Olmstead Georgia: 1) Individuals with I/DD seeking admission into post-secondary education programs should be eligible to receive HOPE scholarship, or other, funding; 2) The goal of successful transition into community-based, supported living options should treat seriously outcomes other than employment; 3) Information pertaining to transition options should be propagated, easily accessible, and current.