What Parents Tell Their Post-Secondary Students with Intellectual and Developmental Disabilities about Money

Joanne Caniglia, Ph.D.
Kent State University

Yvonne Michali, Ph.D.
Kent State University

Michelle Meadows, Ph.D.
Tiffin University

Davison Mupinga, Ph.D.
Kent State University


The purpose of this study was to learn what parents of young adults with intellectual and developmental disabilities (IDD) communicate in terms of financial literacy (skills, knowledge, attitudes, and behaviors); and how their financial literacy perceptions compare with their student’s. This research builds on prior parental socialization of finances to include persons with IDD.  Data for this study included a survey which was adapted from Jorgensen (2007) and administered to both parents and their post-secondary student. A focus group consisting of a smaller sample of parents was used to learn how parents encouraged their child’s acquisition of financial knowledge, attributes, behaviors, and influences. This study extends research on parent-child communication about money to the special education population and offers practical implications for communicating financial matters.

Keywords: Financial literacy, intellectual and developmental disability, parental socialization, self-determination, transition students 

Read or Download

  • To Read this Article - or Download this Article (login required)

  • To Download the Entire FALL 2020 Issue of JAASEP -  (login required)

NASET Members -  Login to Access These Files.


Not a Member?

If you are a member of NASET, please login to freely access this and all archived articles of JAASEP

If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $5.95 (use the "Buy now" button below):

OR Buy the entire issue of JAASEP FALL 2020 for $24.95. Use the BUY NOW button below:

OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET

Return to the Table of Contents - CLICK HERE

lost password?