Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Teaching-Learning Processes

Date of Defense

4-21-2026

Graduate Advisor

April Regester

Committee

Dr. April Regester

Dr. Thomasina Hassler

Dr. Jennifer Fisher

Dr. Phyllis Balcerzak

Abstract

This phenomenological case study, employing narrative inquiry and thematic analysis, captured the first-person voice of emerging adults (ages 20–28) with intellectual, developmental, and learning disabilities to explore how experiences of risk and self-determination shaped their personal narratives, or story of self. Guided by Critical Disability Theory, Foucault’s concept of relational power, and Shogren’s Causal Agency Theory, the study challenged the systemic bubble-wrapping that denies this population the "dignity of risk" (Perske, 1972). Data were collected from six participants through semi-structured interviews, adapted photovoice submissions, and participant selfreflections. The findings revealed that the phenomenon of becoming, catalyzed by intellectual adaptive risk-taking, was driven by three essential, interacting factors: Space (conceptualized as probeerruimte, enriched and challenging, physical and psychological environments (Budge & Wels, 2016; Diamond, 1964)), Experience (accumulated opportunities for autonomy and consequence learning (Vygotsky, 1927)), and Support (Lindell et al., 2017) (relational guidance that enables agency). Furthermore, the study suggests that creative expressions may function as a psychological gateway to risk-taking (Fan et al., 2024) and self-determination (Shogren & Raley, 2024; Wehmeyer, 1999) for some within this population. This research adds a crucial, missing perspective to the literature, arguing that dignity of risk and self-determination function in tandem, and provides a framework for educators and support systems to intentionally integrate intellectual adaptive risk-taking to foster self-actualization and full identity development.

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