Mitchell, VickieMiller, Melinda2020-05-182020-05-182020-052020-04-22May 2020https://hdl.handle.net/20.500.11875/2756Technology for education has been studied in a variety of settings related to kindergarten through twelfth-grade classrooms, early childhood settings, higher education settings, and settings related to individuals with intellectual and developmental disabilities. With the development of a growing number of comprehensive transition programs across the country, more individuals with intellectual disabilities have the opportunity to participate in postsecondary educational opportunities. There has been limited research focused on the use of technology and digital-age skills within comprehensive transition programs designed to provide support and services to individuals with intellectual disabilities. This quantitative study explored the value placed on digital-age technology skills by individuals who work in comprehensive transition programs across the country. The participants completed an electronic survey focused on digital-age technology skills based on the ISTE standards for students. Through the study, the researcher determined the highest rated digital age skills and the relationship between participant or program characteristics and the value participants have for various digital-age technology-related skills. Findings provided insights that may lead to the development of resources and support for comprehensive transition program personnel and students.application/pdfenComprehensive transition programsTechnology for individuals with intellectual disabilitiesPostsecondary programs for individuals with intellectual disabilitiesISTE Standards for StudentsThesis2020-05-18