Document Type

Article

Publication Date

8-2014

Publication Source

World Journal of Educational Research

Volume Number

1

Issue Number

1

First Page

36

Last Page

48

Publisher

SCHOLINK INC

ISSN

2375-9771

Comments

Copyright © SCHOLINK INC. ISSN 2375-9771 (Print) ISSN 2333-5998 (Online)

This article can be accessed at the journal website from the following URL: http://www.scholink.org/ojs/index.php/wjer/article/view/208/197

Abstract

A residential initiative, named the Friendship House, was created through advocates focused on helping people with intellectual disabilities live independently in affordable and safe housing on a university campus. The Friendship House is a small residence hall where individuals with intellectual disabilities live side-by-side with similarly aged and same gendered university students. Qualitative finding as in resident reports and observational data provides support that the Friendship House experience has been successful. However, to better equip these residents with intellectual disabilities, it is important to assess the program in terms of post school transition acquisition skills. This study focuses on whether the residents with intellectual disabilities are mastering the skills necessary to live successful lives after high school. Hence, the purpose of this quantitative study is to determine the effect of living in the Friendship House on the acquired transition skills (as measured by the nine Transition Planning Inventory skill sets) on individuals with intellectual disabilities.

Keywords

Special Education, Residential, Transition Skills, Daily Living, Communication

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