Self-Pereception of Adults with Intellectual and Developmental Disabilities

doi:10.4236/aasoci.2014.41005

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Advances in Applied Sociology

2014. Vol.4, No.1, 24-29

Published Online January 2014 in SciRes (http://www.scirp.org/journal/aasoci) http://dx.doi.org/10.4236/aasoci.2014.41005

Self-Pereception of Adults with Intellectual and

Developmental Disabilities

Mary Rita Weller

Department of Social Work, Kutztown University of Pennsylvania, Kutztown, USA

Email: [email protected]

Received November 25th, 2013; revised December 25th, 2013; accepted January 2nd, 2014

tribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the

original work is properly cited. In accordance of the Creative Commons Attribution License all Copyrights ©

are guarded by law and by SCIRP as a guardian.

Adults with intellectual and developmental disabilities (IDD) may view themselves as children; indeed

they are often treated in a childlike manner by others. Some may develop a self-perception that they are

minors and view children more as peers. Using data from this author’s (Smith, 2006) unpublished disser-

tation, developmental self-perception is explored by using a subset of questions from the SSKAAT-R in-

strument (Griffiths & Lunsky, 2003). This study discusses how some adults with IDD self-identify as

more closely resembling children. A total of 26 adults with IDD, 17 males and nine females, were in-

volved. With IRB approval, questions that would assess understanding regarding perception of self (along

with a follow-up question regarding sexual attraction) were posed. Of the 26 participants, 73% self-iden-

tified as more closely resembling adults, whereas the remaining 27% self-identified as more closely re-

sembling children.

Keywords: Self-Perception; Adults with Disabilities; SSKAAT-R; Social Interactions; Role Theory

Introduction

Adults with intellectual and developmental disabilities (IDD)

may view themselves as children; indeed, they are often treated

in a childlike manner by others, including family members,

agency staff, physicians, and the general public. In turn, having

a perception that they are childlike, some adults with IDD may

view children more as peers than people that are their chrono-

logical age. Some adults with IDD may lack understanding of

the difference between their adult self and children which in

turn may lead them to have diminished ability to develop mea-

ningful and healthy relationships overall. Moreover, adults that

behave in more childlike manners and frequently interact with

children on a social level are often scrutinized and stigmatized

as having suspicious and questionable behavior which may

further impede opportunities for social engagement with other

adults. The purpose of this study is to look at the various possi-

bilities that some adults with IDD may self-identify as more

closely resembling children.

The notion that some adults with IDD perceive themselves as

children due to how others treat and perceive them is reported

in the literature. Evans, McGuire, Healy, and Carley (2009)

assessed the attitudes of staff and family regarding the sexuality

of people with IDD. Evans, et al. (2009) indicated how rela-

tionships may play a significant role in behaviors that people

engaged in regardless of disability status. Siebelink, de Jong,

Taal, and Roelvink (2006) discussed how people characterized

social interactions based on expected and actual differences in

roles. Attractions and sexual experiences are not simply driven

by biological forces, but also role expectations that are socially

constructed (2006). Thus the question investigated is: “Do

some adults with IDD perceive themselves as more closely

resembling children?”

Theoretical Perspe ctiv e

Role theory provides the theoretical basis for this study in

regards to self-perception. According to role theory, individuals

develop their identity and understanding of their selves based

on the roles that they play within their culture. In 1934,

“George Herbert Mead, the sociologist, introduced the concept

of role taking and focused on its significance in the develop-

ment of an individual’s self-concept” (Davis, 1986: p. 542).

“We lay the foundation for a sense of who we are by identify-

ing with significant others, internalizing their attitudes as our

own, and seeing ourselves as others see us” (1986: p. 542).

Since individuals with IDD may be treated similar to children

by their families, support persons, physicians, educators, and

general society members, then according to role theory these

individuals may develop the self-concept of being a child as

they take on the role expectation. “Role expectations are the set

of expectations for the behaviors of a person or a position held

by a particular person or by a generalized other” (1986: p. 545).

On another take of the role theory, Simon and Gagnon (2003)

explored the correlation between sexual knowledge and atti-

tudes and between attitudes and experiences as they developed

their theory on sexual scripts which addresses the origins, in-

fluences and changes of how people develop their sexual beha-

viors and understanding. Simon and Gagnon’s study (2003)

provides additional insight about the theoretical framework that

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M. R. WELLER

is presented in this study in regards to role theory in their inter-

pretation of sexual scripts. Individuals with IDD are influenced

by roles that they observe and fulfill them just like everyone

else. Part of the study is exploring the insight that individuals

with IDD have about themselves and their developmental stage.

Smith and Willner (2004) examined the relationship para-

digms of men with IDD and how stronger, healthier relation-

ships may be a deterrent in men with IDD from acting out vio-

lent and aggressive sexual behavior. Steptoe, Lindsay, Forrest,

and Power (2006) correlated poor social adjustments and rela-

tionships with acting out of violent, aggressive sexual behavior

of sex offenders with IDD. It should be noted that this current

analysis does not investigate how self-identity may influence

sexual behavior, only looks at how adults with IDD may perce-

ive themselves either as children or adults.

In looking at this current investigation, it also raises ques-

tions about how self-concept is developed overall. When and

how does the concept of self emerge? Is there a physiological

difference between how people with cognitive disabilities and

those without any disability develop their own self-concept or

is the development of self-concept solely dependent on the

social environment or is it a combination of both?

Erikson (1982) noted the struggle, at the time of transition

from adolescence to young adulthood and eventually the pas-

sage into full adulthood, is between generativity versus self-

absorption and stagnation. “Generativity encompasses procrea-

tivity, productivity, and creativity, and thus the generation of

new beings as well as of new products and new ideas, including

a kind of self-generation concerned with further identity devel-

opment” (1982: p. 67). Essentially, Erikson notes that the stage

of adulthood takes on a new commitment towards caring for

others, which often corresponds with the time of procreation.

Ironically, most adults with IDD are being taken care of rather

than moving into the adult role of providing care for others; this

may account for the possibility of why some adults with IDD

do not necessarily relate to the role of an adult and/or acquire

the adult self-identity.

Although Erikson’s work may be considered to be somewhat

flawed and outdated, it is important to note his work around

human development and how it may be used to provide some

understanding of how individuals transition from one stage of

life development into the next. Erikson (1982) theorized about

the development of individuals as they progressed through var-

ious life stages starting at infancy through old age. He (Erikson,

1982) broke down human development into eight epigenetic

orders (infancy, early childhood, play age, school age, adoles-

cence, young adulthood, adulthood, and old age) with eight

corresponding stages (psychosexual, psychosocial crises, radius

of significant relations, basic strengths, basic antipathies, social

order, binding ritualization, and ritualism). “A pervasive sense

of identity brings into gradual accord the variety of changing

self-images that have been experienced during childhood (and,

that, during adolescence, can be dramatically recapitulated) and

the role opportunities offering themselves to young persons for

selection and commitment. On the other hand, a lasting sense of

self cannot exist without a continuous experience of a con-

scious ‘I,’ which is the numinous center of existence: a kind of

existential identity, then which must gradually transcend the

psychosocial one” (1982: p. 73). “In summary, the process of

identity formation emerges as an evolving configuration – a

configuration that gradually integrates constitutional givens,

idiosyncratic libidinal needs, favored capacities, significant

identifications, effective defenses, successful sublimations, and

consistent roles” (1982: p. 74). Taking into consideration all of

these processes as delineated by Erikson (1982), one can only

wonder how 73% of the participants in this study managed to

develop any sense of self as adults when considering their need

for ongoing support and in some cases close supervision. As

noted previously, adults with IDD are often treated like children

as they often need assistance with basic daily life skills includ-

ing personal care, money management, supervision, and so

forth.

Piaget’s work also has been criticized and debated through

the years, but again his classic theories regarding cognitive

development may provide some understanding into how indi-

viduals develop self-perceptions. Fischer (1980) was heavily

influenced by Piaget research as he also explored the construc-

tion of cognitive development. Fischer (1980) noted that little

research exists related to cognitive development beyond ado-

lescence. Fischer focuses on Piaget’s framework of cognitive

development that virtually ends with formal operations: “Ado-

lescents entering the formal operational period have achieved

fully logical thinking, and there is little more for them to do,

except perhaps to extend their logical thinking to new context

areas” (1980: p. 496). Piaget (1972) also took into considera-

tion that “the speed of development can vary from one individ-

ual to another and also from one social environment to another;

consequently, we may find some children who advance quickly

or others who are backward, but this does not change the order

of succession of the stages through which they pass” (p. 41).

Piaget (1972) also noted changes in adolescents’ social point of

view diverging from childhood. Here they begin to develop

their ability to hypothetical reasoning; “hence, the adolescent’s

capacity to understand and even construct theories and to par-

ticipate in society and the ideologies of adults” (1972: p. 42).

One may conceptualize that since individuals develop at dif-

ferent stages, it may be that some individuals with IDD suc-

cessfully transitioned into the adolescent stage and eventually

adulthood, whereas, other individuals with IDD may require a

much longer period of time to acquire the cognitive abilities in

adolescence and eventually adulthood, while other individuals

with IDD may never transition cognitively beyond childhood.

Piaget (1972) also compared development speed of children

based on their environment. “These different speeds would be

due to the quality and frequency of intellectual stimulation

received from adults or obtained from the possibilities available

to the children for spontaneous activity in their environment”

(1972: p. 44). He proposed that poor stimulation and activity, as

well as extremely disadvantaged conditions could result in

slowed down development (1972). Piaget looked at situations

that included individuals with normal development and failed to

include individuals with any disabilities. Additionally, Piaget

(1972) noted that “the study of young adults is much more dif-

ficult than the study of the young child as they are less creative,

and already part of an organized society that not only limits

them and slows them down but sometimes even rouses them to

revolt” (p. 47). Taking into consideration all of the challenges

in studying adults, layer on top of that developmental disabili-

ties, and it almost seems impossible to determine the under-

standing of why some individuals with IDD view themselves

accurately as adults, while others do not.

This study predominately focuses on self-perception of

adults with IDD but also takes into consideration aspects of

sexual attraction and behavior. Some related sexuality theories

OPEN ACCESS 25

M. R. WELLER

regarding sexual attraction and behavior include evolutionary

psychological, social learning, and schema. Evolutionary psy-

chological theory is based from Darwin’s theory of evolution

from natural selection. “According to evolutionary psychologi-

cal theory, the physical features that people find attractive are

precisely those that have been reliably correlated with repro-

ductive success throughout human existence” (Wagstaff, Ab-

ramson, & Pinkerton, 2000, p. 11). One can only assume that

according to the evolutionary psychological theory individuals

with visible disabilities would be considered sexually undesira-

ble as they may not exude the ideal state of youth and health-

fulness. “Symons (1995) argues that the appearance of youth

and healthfulness is universally associated with female attrac-

tiveness because these qualities act as de facto markers for re-

productive fitness” (p. 81). “Consequently, he predicts that in

all societies in which women attempt to alter their appearance –

through cosmetics, diet, exercise, and dress – they will do so in

a manner that accentuates the appearance of youth and health”

(1995: p. 82). “Conversely, men are assumed to have inborn

mechanisms for detecting these qualities in women” (1995: p.

83). In considering this theory in relation to adults with IDD,

this may be where the misconception that adults with disabili-

ties are non-sexual beings or at least that they should be since

many will have obvious physical features related to their disa-

bility. Even if the individual does not have an apparent visible

disability, once they verbally communicate, their disability

often is obvious due to grappled speech and/or cognitive emis-

sions.

Social learning theory provides additional accepted prin-

ciples regarding sexual behavior and relationships. Social

learning theory is based on the work of Kurt Lewin (1935) and

Julian Rotter (1954), and Albert Bandura (1977, 1986). “It

states that reinforcements that occur in society shape attitudes

and behaviors” (Hyde & DeLamater, 2000: p. 34). If an indi-

vidual receives positive reinforcement for a behavior, than that

individual will most likely continue to engage in the same be-

havior; this is often referred to as positive reinforcement or

conditioning. Social learning theory assumes that individuals

learn by modeling behavior of other people. Hyde and DeLa-

mater (2000) discuss how social learning theory is “useful in

explaining the development of gender identity, or one’s sense

of maleness or femaleness” (p. 34). The examples often used in

relationship to social learning theory is how little girls may

imitate their mother’s by playing grownup by dressing up in

their mother’s clothing and putting on makeup. Adults with

IDD learn by imitation and modeling behavior that they see in

their environments and through media. Social learning theory

can be connected back to how adults with IDD develop con-

cepts related to roles of adults and children; if they are treated

like adults and have responsibilities and decision making ex-

pectations, according to the social learning theory, they will

model adult behavior. In turn, when adults with IDD are treated

similar to children by others in their environment, they may

take on the role and behavior expectations of children such as

dependency and lack of autonomy.

Schema theory is also relevant for this study as it looks at

gender role development, essentially how genders differentiate.

“Psychologist Sandra Bem (1981) has proposed a schema

theory to explain gender-role development and the impact of

gender on people’s daily lives and thinking” (p. 354). “Schema”

is a term taken from cognitive psychology. “A schema is a cog-

nitive structure, a network of associations that organizes and

guides an individual’s perception” (1981: p. 355). “As children

learn the contents of the society’s gender schema, they learn

which attributes are to be linked with their own sex and, hence,

with themselves” (1981: p. 355). Bem (1981) notes that every-

one possesses a gender schema – the set of attributes (behaviors,

personality, appearance) that we associate with males and fe-

males. Our gender schema, according to Bem (1981), predis-

poses us to process information on the basis of gender. All

people basically categorize behavior based on gender. Take for

example, upon hearing the news that a woman is pregnant, one

of the first inquiries is often does she know if it is a boy or a

girl. There are social expectations associated with gender beha-

vior based on each person’s culture.

Study Design/Method

The data being analyzed for this study is a portion of that

collected for this author’s unpublished doctoral dissertation

(Smith, 2006). A mixed methods, non-experimental design was

chosen in order to minimize potential communication obstacles

and to fully explore the views of the participants. The qualita-

tive approach included face-to-face interviews in which three

questions related to self-identity and attraction were presented

verbally to the participants, meeting the criteria for qualitative

research (Bogdan & Biklen, 1992):

1) Has the natural setting as the direct source of data and the

researcher is the key instrument;

2) Is descriptive as the data collected are in the form of words

or pictures rather than numbers;

3) Concerned with process rather than simply outcomes or

products;

4) Tends to anal yz e d ata inductiv ely;

5) “Meaning” is of essential concern to the approach and in-

terested in the ways different people make sense of their lives.

(p. 30)

The SSKAAT-R instrument (Griffiths & Lunsky, 2003) was

used to assess the participants regarding their overall under-

standing about relationships and sexuality. SSKAAT-R (2003)

contains a total of 370 questions designed to assist educators

and clinicians working with persons with developmental dis-

abilities. It evaluates information persons with developmental

disabilities have about their bodies, socio-sexual intimacy, rela-

tionships and issues of abuse. This tool was selected for im-

plementation because of its relevant assessment themes, in-

cluding: overall understanding about relationships, bodies and

sexuality; women’s knowledge of men’s bodies (for women

only) and men’s bodies (for men only); intimacy, pregnancy,

childbirth, and childrearing; birth control and sexually trans-

mitted infections; and healthy sexuality and boundaries. For the

purposes of this line of inquiry, three questions were analyzed.

This subset of questions from the SSKAAT-R (2003) asks in-

dividuals to identify the person that most resembles them from

a series of photos that are displayed on one sheet; the four pho-

tos represent one male adult, one female adult, one male child,

and one female child. Specifically, the item being analyzed is

“show me the picture of the person who is most like you”. This

study also takes into account the two related questions posed

with this initial question regarding “person most like you”

which are “show me the people it is okay for you to go out with

on a romantic date and show me the people with whom it is

okay for you to have sex” (2003: p. 77). These queries are re-

levant to self-identity and attraction; the face-to-face interviews

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M. R. WELLER

contribute to the expression of those complex factors.

Requirements for participation were that the individuals had

to be over the age of 18 and have a diagnosis of IDD ranging

from mild to moderate. The 26 participants were between the

ages of 21 to 57 years old (M = 38, SD = 11.56) with the diag-

nosis of mild to moderate IDD. These individuals were referred

for evaluation due to their challenges related to relationships

and/or sexuality issues. The heightened risk for this population

required a full review for Institutional Review Board (IRB)

approval; all human subject guidelines were followed. It was

determined that their special status as referred clients did not

disqualify them for this study; indeed, it was an opportunity to

examine the link between documented behavior and self-con-

cept. Consent was secured both from the individuals and their

family members. Information used for the current analysis in-

cludes gender, age, and responses to three questions that used

photos portraying an adult male, adult female, child male, and

child female.

Results

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highlight all of the contents and import your prepared text file.

You are now ready to style your paper. Four out of the 17 males

self-identified as most closely resembling the male child; 12

males aligned themselves with the adult male. One male self-

identified as most closely resembling the female child as he

stated that, “she dresses like me.” Two out of nine females

indicated that they most resembled the female child; whereas,

the seven other females stated that they most resembled the

female adult. One of the females that indicated that she most

resembled the female child also indicated that it would be okay

to date and/or have sex with the female child. Two of the males

that stated that they most resembled the male child, also indi-

cated their attraction to the female child. Another male that

identified himself most closely resembling a male child indi-

cated his attraction towards the male child. Although another

male that identified himself most resembling a male adult indi-

cated his attraction towards the female child. Out of the nine

females in the total sample, one stated that it would be okay to

date a male child, but have sex with a male adult; the other

eight female participants either indicated that it was okay to

date and/or have sex with an adult, or neither behavior was

okay for them to engage in. Ten out of the 17 male participants

stated that it would be okay to date and/or have sex with an

adult, or neither behavior was okay for them to engage in. As

stated earlier, an interesting discovery in the original study

(Smith, 2006) was that seven (27%) out of the 26 participants

choose the photo representing a child, whereas, the other 19

(73%) participants accurately choose the adult photo.

The data in the graph (Figure 1) represents total number of

participants in the study and their correlating responses to the

question: “show me the picture of the person who is most like

you.” The first graph shows total number of participants (N =

26) with the breakdown of men (N = 17) and females (N = 9)

with their responses as pointing to the adult photos (man or

woman) (N = 19) or child photos (boy or girl) (N = 7). The

second graph represents the males’ responses (N = 17) to the

question of “show me the picture of the person who is most like

Figure 1.

Self-Perception Responses: Who is most like you?

you.” Out of the 17 men in the study, 12 pointed to the adult

photos; five pointed to the photo of a child (boy or girl): four of

the males pointed to the photo of the boy, whereas, one male

pointed to the photo of the girl. The third graph represents the

responses of the nine women in the study. Seven of the women

pointed to an adult photo in response to this question, whereas,

two women pointed to the girl’s photo.

Discussion

The question investigated was: “Do some adults with IDD

perceive themselves as more closely resembling children?”

There may be numerous reasons why seven out of the 26 indi-

viduals indicated their resemblance to children when given the

four choices between adult male, adult female, child male, and

child female. Classic theorists such as Piaget and Erikson

would most likely posit that due to the cognitive disability sta-

tus of these individuals, some of their developmental transi-

tions were disrupted and not fully realized because of a combi-

nation of physiological and social conditions present in their

environments. This theoretical premise, however, does not ex-

plain the variation amongst the other 19 individuals that accu-

rately pick an adult representation for themselves.

As noted, one male who self-identified as most closely resembl-

ing the female child as he stated that “she dressed like me.”

Based on this one response, it may be further understood that

some and/or all individuals interpreted the questions differently

than what the original purpose was from the investigator’s

stance. Essentially, the question may have been misunderstood

and the person may have thought they were being asked which

person dresses most like you? In the photos displayed from the

SSKAAT-R (Griffiths & Lunsky, 2003) tool, none of the males

and/or females are overtly masculine or feminine, and in all

four photos everyone wore a basic pullover shirt or sweater or

sweatshirt and pants; the man displayed had an obvious mus-

tache and the woman was the only one with a graphic line de-

sign on her sweater. It should also be noted that all photos were

in black and white therefore, colors were not apparent.

The questions 1) “show me the picture of the person who is

most like you”; 2) “show me the people it is okay for you to go

17 17

4 4

Total MalesFemales

Men Women

Adult PerceptionChild Perception

Girl Boy

OPEN ACCESS 27

M. R. WELLER

out with on a romantic date”; 3) “show me the people with

whom it is okay for you to have sex” as well elicited mixed

responses. Simon and Gagnon (2003), well known for their

development of the idea of sexual scripts, may interpret feed-

back from the individuals that answered questions in regards to

going on a romantic date and/or okay to have sex with indi-

viduals that may be playing along, and answering the questions

based on the individuals’ understanding of their dating and

sexual roles in our culture. The individuals that responded to

the questions that neither dating and/or having sex with another

individual portrayed in the photo, may be responding to sexual

scripts that essentially support the idea of abstinence for adults

with IDD. Messages of being non-sexual are constantly being

reinforced to individuals with IDD through their interactions

with family, peers, media, physicians, staff, etc. Additionally,

the individuals may have mistaken the hypothetical stance of

the questions being posed, such as looking at these individuals

as being strangers or perhaps not being sexually attractive or

appealing to them. As for the six individuals, two females and

four males, that answered positively in regards to either dating

and/or having sex with the children, they too may have misun-

derstood the line of questioning in that they may not have even

known what was meant by dating and/or having sex; it should

be noted that the line of questioning was direct and uniform

with little or no improvisation.

Overall, this current study proposed to address some of the

reasons that seven adults with IDD indicated their resemblance

to children, in contrast to the other 19 adults with IDD that

accurately indicated their resemblance to adults. One must cau-

tion that this sample is too small to be a true representation of

feedback from adults with IDD. There were 26 people in this

study; in United States alone there are over six million people

that may have the diagnosis of IDD as two percent of the popu-

lation is deemed to have IDD (U.S. Department of Commerce,

2013). These 26 individuals may not be a fair representation of

adults with IDD. The data were collected from individuals that

were referred for evaluation due to challenges related to rela-

tionships and/or sexuality issues; therefore, they may over-

represent individuals with IDD that may demonstrate the self-

perception of a child and/or an attraction towards children.

A further understanding about how adults with IDD may

maintain a misunderstanding about their self-identity may lead

to quality of life issues. There continue to be many struggles in

supporting adults with IDD in securing basic human rights

related to autonomy and self-determinati on. Field and Hoffman

(1994) define self-determination as “the ability to identify and

achieve goals based on a foundation of knowing and valuing

oneself” (p. 164). “The individual knowledge, skills, and beliefs

that lead to self-determination are delineated according to five

components: know yourself, value yourself, plan, act and expe-

rience outcomes, and learn” (Field & Hoffman, 2002: p. 113).

Schools are mandated by the Individuals with Disabilities Edu-

cation Act (IDEA) to support students with disabilities that

identify and develop practices and programs that support self-

determination for youths with disabilities (Ward & Kohler,

1996). Essentially, adults with IDD need to be encouraged and

supported to make their own decisions and choices about their

lives which is the emphasis of self-determination. It is impor-

tant for them to view themselves physically, mentally, and so-

cially as their adult self, rather than as children that are depen-

dent and often void of any decision making ability. There is

both an empirical and theoretical link between self-determina-

tion and quality of life (Wehmeyer & Schalock, 2001).

Based on historical and current treatment of adults with IDD,

it should not be surprising that some adults with IDD more

closely align themselves with children. “For many persons with

intellectual and developmental disabilities, it is during their

adolescent years that they begin to recognize differences be-

tween themselves and their typically developing peers” (Jones,

2012: p. 31); this recognition may lead to feelings of inadequa-

cy, frustration, or isolation (Evans, 1998). Moreover, how one

views the self is critical to one’s long-term personal develop-

ment (Harter, 1986). It should not be surprising that once indi-

viduals with IDD reach adulthood, often they do not perceive

themselves as adults as they continue to rely on others for basic

support such as personal care, finances, housing, and essentially

everyday living needs. It would be interesting to learn more

about each individual in how they interact with others in their

environment. How much autonomy do individuals have within

their social environments? What are the relationship dynamics

within their families and vocational environments? Those 19

participants that accurately perceived themselves as adults may

actually be encouraged to be more independent and provided

with the support to be more successful as autonomous adults.

Future research should include a more widespread assess-

ment of adults with IDD that includes individuals without

problematic relationship and sexuality issues. Additional re-

search should include their perception around the concepts of

dating, sexuality, and adulthood. As noted earlier, one individ-

ual self-identified with a child in the photo based on similarity

in their clothing; in this case, it may be that the individual did

not truly comprehend the question posed and simply chose the

child due to clothing rather than developmental age differences.

Additionally, when doing any form of intervention and/or re-

search with individuals that have IDD or any other form of

cognitive disability, it is important to first learn what their un-

derstanding of words and/or concepts is.

This research demonstrates one step towards opening up the

conversation with adults with IDD to further engage them in

thinking about their self-perception and identity in terms of

their relationships, including relationships that are intimate and

also their understanding about human development. Self-per-

ception is an important piece to successfully transition into

adulthood in terms of overall human development: social, psy-

chological, and biological development. Relationship building

hinges on individuals’ abilities to accept growth, as well as

explore beyond themselves by connecting with others.

Acknowledgements

Thanks to Dr. Sharon Lyter for her oversight and assistance.

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