Exploring the Postsecondary Pathways of Immigrant Adults with IDD Using Intersectionality and Life Course Theory

Immigrant adults with intellectual and developmental disabilities (IDD) face significant barriers as they transition into adulthood. Yet, little is known about how immigration and disability intersect to shape their postsecondary pathways. Guided by intersectionality and life course theory, we examine how immigrant adults with IDD and their families navigate postsecondary education, employment, and adult service systems in the United States. We conducted semi-structured interviews with 10 participants, including six immigrant adults with IDD and four parents. We analyzed the data using a hybrid deductive–inductive reflexive thematic analysis. Findings revealed that postsecondary pathways were interconnected rather than discrete, with K-12 educational experiences influencing employment opportunities, adult services, and long-term financial planning. Participants also described navigating unfamiliar systems, culturally mismatched services, limited access to accommodations, and fears surrounding advocacy, while families frequently served as the primary coordinators of fragmented service systems. We discuss limitations of this study and offer guidance for researchers and practitioners to strengthen postsecondary supports for immigrants with IDD.