EXPLORING HOW MUSIC THERAPY CAN SUPPORT TRANSITION-AGED YOUNG ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES

Young adults with Intellectual and Developmental Disabilities (IDD) face barriers and challenges after their transition from high school to their post-high school lives. While in high school, a student with IDD receives support and services through the Individuals with Disabilities Education Act, but once a student with IDD graduates high school, they no longer have access to the services that they were once receiving. While this phenomenon (often referred to as the “disability cliff”) has been examined, there is a lack of research surrounding the perspectives and lived experiences of young adults with IDD. Furthermore, there is very limited research on adolescents and young adults with IDD in music therapy literature. The purpose of this qualitative thesis was to identify the challenges that transition-aged young adults with IDD face in their post-high school adult lives and learn how music therapists might support them. In this adapted multiple case study, I interviewed two transition-aged young adults with IDD who had been out of high school for two years. The primary research question was: “How can music therapy be used to support transition aged young adults with IDD. Sub-questions were: “What community needs can be addressed through music therapy?” and “What life skills can beaddressed through music therapy?” Using Thematic Analysis, four themes emerged from the data: 1) I never said what I wanted to do, 2) relationships can be tricky, 3) dissonance between educational requirements and pursuit of passions, and 4) in pursuit of community integration. Findings from this study help inform the use and function of music therapy with this population and offers insights regarding general support for young adults with IDD in navigating their post-high school lives.