Abstract
Comprehensive Transition and Postsecondary (CTP) programs aim to support employment, independent living, and social engagement for young adults with intellectual disabilities. This study explored how alumni described their post-program outcomes and which program features they viewed as most influential. Using a qualitative descriptive approach, we conducted one semi-structured focus group with eight alumni from three graduating cohorts of ELEVATE, a 2-year university-based CTP, with time since graduation ranging from weeks to over 2 years. Data sources included the focus group transcript, facilitator field notes, and de-identified program follow-up records used to summarize cohort-level outcome indicators (e.g., employment status and living arrangements) when available. We analyzed qualitative data using codebook thematic analysis and used descriptive program indicators to contextualize alumni narratives. We identified three themes: (a) workforce preparation through internships, job-readiness instruction, and application practice; (b) increased independence in daily routines and self-advocacy supported by structured planning and coaching; and (c) expanded social participation linked to campus engagement expectations and access to peers and community activities. Findings suggest that CTP programs may strengthen adult outcomes when they combine structured work experiences, explicit self-determination supports, and intentional opportunities for social connection, alongside consistent alumni outcome tracking.
