Abstract
This article focuses on the role of Comprehensive Transition and Postsecondary (CTP) programs in addressing the educational disparities that individuals with intellectual disabilities (ID) face. While these programs offer significant social benefits such as enhanced social skills and independence, variations in funding and the lack of comprehensive federal standards impact their implementation. Current literature lacks the inclusion of the perceptions of students with ID participating in these programs. This phenomenological study addresses this gap by exploring the experiences and perceptions of students with ID, their parents, and their instructors regarding CTP programs and their impact on the preparedness of students with ID for successful employment and independent living. Utilising a social constructivist theoretical framework, the study seeks to gain diverse responses, allowing participants to gauge the significance of their experiences. The findings revealed three main themes including student transformation, employability, and supports for student success. These themes were strongly expressed by all participant groups.
