I have a keen interest in research and practice related to comprehensive, culturally relevant, and family-centered services for youth with ID at the secondary level.  A person with ID may have an idiopathic cognitive delay or specific developmental disability such as Fragile X syndrome, Down syndrome, or autism spectrum disorder. Whatever the cause, due to limitations with intellectual functioning and adaptive behavior, this population faces major obstacles to everyday activities (e.g., communication, learning, and self-help) and exclusion from society (e.g., employment, mental health supports) in a variety of ways.

Youth with ID have the highest risk for poor post-school outcomes when compared to their peers without and with other disabilities in terms of post-secondary enrollment, post-school employment, independent living, social relationships, and financial independence. But when we talk with this population, they tell us they want friends, independence, and increased educational and vocational opportunities. Considering these pieces of information, it behooves us to develop formal supports to serve as a bridge for young adults with ID as they move from the K-12 educational system into adult life.

One of my research goals is to increase access and minimize barriers for this population through the development of implementable strategies (e.g., frameworks, interventions) that promote educational, vocational, and social inclusion. I believe by reducing societal and environmental barriers, we can bolster educational outcomes and community integration of individuals with ID.

As a former high-school teacher, I organized an after-school club (BEST: Bringing Exceptional Students Together) to promote the social inclusion of students with ID in the larger high school community. I have continued to support the inclusion of students with significant disabilities in secondary and post-secondary education and community through my participation in U.S. DOE/IDEA General Supervision Enhancement, U.S. DOE/IES Special Education, ThinkCollege!, and Global Down Syndrome Foundation (GDSF) grants, and scholarly contributions.

• Exploring organic versus facilitated friendships in individuals with ID - the sustainability and quality of relationships
• Faith-based centers as a source of community support for families with students with ID
• Sexual health curriculum for students with ID

High-quality transition services provide a bridge for young adults with ID as they move from mandated educational services to the less-structured world of adult services. The following projects offer tangible strategies for professionals and families to utilize to increase their understanding of transition services: 

• High-school level guidelines for the National Fragile X Foundation: https://fragilex.org/wp-content/uploads/2012/08/Educational-Guidelines-for-Fragile-X-Syndrome-MS-HS2013-Sept.pdf 
• Handouts for the National Association of School Psychologists (NASP): https://www.nasponline.org/books-and-products/products/books/titles/helping-handouts-supporting-children-at-home-and-at-school 
• The first conceptual model for integrating school psychologists in K-12 transition services: https://doi.org/10.1007/s40688-017-0159-5
• A family-school partnership model for centering families in K-12 transition services: https://doi.org/10.1080/10474412.2018.1495083
• Review of transition-relevant laws: https://doi.org/10.1007/s40688-020-00347-0

Individuals with ID are at greater risk for trauma exposure than their neurotypical peers. In education, this is particularly problematic as traumatic stress can result in unique challenges for this population (e.g., school refusal, increase in behavioral severity or frequency, mood disorders, self-harm, somatic complaints). The following articles offer models for health parity and trauma-informed care and proposed curricular accommodations and modifications.

• https://www.txasp.org/assets/docs/tasp-journal/Volume%207%20Issue%201_Complete%20Issue.pdf
• Parris, P., Talapatra, D., & Murray (2021). Advocating for Health Parity for Students with Intellectual and Developmental Disabilities. Communique, 49(7), 1, 14-16. https://www.nasponline.org/resources-and-publications/periodicals/communiqu%C3%A9-volume-49-number-7-(may-2021)/advocating-for-health-parity-for-students-with-intellectual-and-developmental-disabilities