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 

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