As students with intellectual and developmental disabilities transition from high school to adult life, the shift from classroom supports to independent self-management can pose significant hurdles. A new interdisciplinary research initiative aims to address this challenge by focusing on how assistive technology (AT) can be leveraged to foster self-management and promote long-term autonomy.
The project is funded by a Seed Grant from the Center for Community-Driven Assistive Technologies and brings together a diverse team of experts poised to address the work from multiple angles:
- Dr. Kathryn Burke (Principal Investigator): Assistant Professor of Special Education who has conducted and published a range of studies on self-determination and transition for students with intellectual and developmental disabilities.
- Dr. Mooi Choo Chuah (co-PI): Professor of Computer Science and Engineering who has developed virtual reality games and smartphone apps to support children and teenagers with disabilities.
- Dr. Dhruv Seshadri (co-PI): Assistant Professor of Bioengineering who conducts research on the development, validation, and translation of wearable technology, bioelectronic devices, and digital therapeutics targeting human health and performance.
The research team will begin with a systematic review of studies on self-management and AT, identifying which technologies have yielded positive outcomes and what barriers—such as cost, inaccessibility, or lack of educator training—prevent their widespread use.
Following this review, the team will employ a community-based participatory research approach by surveying secondary transition educators. This phase is designed to incorporate firsthand observations and experience from educators in the field, allowing the team to further refine their understanding of the perceived effectiveness, barriers, and greatest areas of need in relation to AT and self-management skills.
A primary goal of this research initiative is to help students and educators navigate the fast-paced cycle of new apps and tech gadgets and shift towards a more sustainable educational model. The team plans to produce a comprehensive compendium of research-backed AT options alongside a guide of evergreen, practical strategies for educators. These outputs are meant to help students with intellectual and developmental disabilities successfully incorporate AT into their daily routines at home, in the community, and in the workplace.
The data gathered from this study will also serve as a roadmap for future innovation. By identifying students’ and educators’ unmet needs and current gaps in the market, the team will be poised to develop specialized technologies that directly address the challenges faced by transition-aged students.
Ultimately, by merging the expertise of researchers and practitioners, this project aims to produce clear, practical knowledge and pathways that help transition-aged youth with intellectual and developmental disabilities prepare to self-manage daily activities in adult life. With the real experiences of educators and students at the center of this research, the project reflects the commitment of the Center for Community-Driven Assistive Technologies to developing technology that is useful, accessible, and grounded in community needs. Together, this partnership aims to develop knowledge and create solutions for meaningful supports with lifelong impacts.