Background Postsecondary education (PSE) opportunities for students with intellectual and developmental disabilities (IDD) are expanding through Comprehensive Transition Programs (CTPs). However, approaches that authentically capture these students’ voices and lived experiences remain limited. Participatory game co-design, particularly through micro tabletop role-playing games (TTRPGs), offers a novel and inclusive method to engage students in reflecting on their academic, social, and personal transitions. Purpose This study investigated the use of micro TTRPG participatory co design as a tool for eliciting perceptions of PSE students with IDD, focusing on their experiences in a CTP. Method Students enrolled in a CTP collaborated with a staff facilitator to co-design three micro TTRPGs centered on academic, social, and personal challenges. Qualitative and quantitative data were collected through the design process, including the game topics generated, student surveys, and a semi-structured staff interview. Additionally, students and staff shared perspectives on the potential utility of micro TTRPGs for supporting perspective-taking and transition-related discussions. Results The co-design process yielded three micro TTRPGs that highlighted key challenges and opportunities faced by students with IDD in their CTP experience. Data revealed that the games fostered student voice, emphasized their lived experiences, and encouraged reflection on transition supports. Both students and staff identified micro TTRPGs as a promising strategy for promoting engagement and dialogue around academic and social transitions. Discussion and Conclusion Findings underscore the potential of participatory micro TTRPG co-design as a meaningful and inclusive approach to transition support for students with IDD in PSE contexts. By centering student voices in creative and collaborative design processes, micro TTRPGs may inform future program development, enhance student engagement, and strengthen practices that support inclusive postsecondary pathways.
Farber et al. (Tue,) studied this question.