Inclusive Postsecondary Education Research Articles

Academic Access and Progress for Students With Intellectual Disability in Inclusive Postsecondary Education: A Systematic Review of Research

Abstract The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies.

The potential promise of Inclusive Postsecondary Education

The potential promise of Inclusive Postsecondary Education

Supporting Students With Intellectual and Developmental Disability in Postsecondary Education

Supporting Students With Intellectual and Developmental Disability in Postsecondary Education Andrew Scheef (bio), Aleksandra Hollingshead (bio), and Brenda Barrio (bio) Following a sustained increase in the number of inclusive educational experiences in K–12 settings (U.S. Department of Education, 2019), higher education institutions (HEIs) are offering opportunities for students with intellectual and developmental disability (IDD) to engage in inclusive postsecondary education (IPSE; Think College, 2019). Although many students with mild disabilities (e.g., learning disabilities or ADHD) are able to succeed in college with disability support services, these supports are not enough for individuals with IDD. As a result, IPSE opportunities may be available to students with any number of conditions that make traditional entrance requirements unattainable (e.g., Down Syndrome, Autism Spectrum Disorder). Postsecondary education opportunities for students with IDD can be traced back to the 1970s (Neubert, Grigal, Moon, & Redd, 2001) and are currently offered at more than 270 HEIs (Think College, 2019). The reauthorization of the Higher Education Opportunity Act (HEOA, 2008) provided the foundation for significant growth of IPSE. Most notably, the HEOA outlined a process by which schools offering postsecondary education opportunities for students with IDD can obtain a comprehensive transition program status, which makes students eligible for need-based federal financial aid (with the exception of student loans). Through this and other provisions, the HEOA has provided increased credibility and legitimacy to IPSE. Among multiple examples of high-quality IPSE opportunities in the US, some of the larger and more established exist at Clemson University (ClemsonLIFE), University of Iowa (UI REACH), Syracuse University (InclusiveU) and Vanderbilt University (Next Steps). Some IPSE offerings provide services that are substantially separate from the courses and services accessed by those students not accessing disability support services; these include specialized programs that are designed for and offered only to students with IDD (Hart, Mele-McCarthy, Pasternack, Zimbrich, & Parker, 2004). Such courses may focus on skill development in areas of need commonly associated with individuals with IDD (e.g., independent living, social skills, vocational skills, self-determination). Although these programs may initially appear to be an effective way to support students with IDD in HEI settings, the lack of engagement with peers without disabilities limits the extent to which these offerings are actually inclusive. Thus, there is an increased emphasis on providing opportunities for students with IDD to enroll [End Page 528] in the same courses as their peers (Grigal, Hart, & Weir, 2011; HEOA, 2008). With this in mind, the purpose of this article is to provide recommendations for HEI staff and faculty to increase course accessibility for students with IDD. BENEFITS OF INCLUSIVE POSTSECONDARY EDUCATION For higher education institutions, IPSE offers an additional opportunity to develop a diverse student body (Izzo & Shuman, 2013). Experiences with diverse individuals are especially important for young adults, because they are in the process of developing self-identity and an understanding of the world (Gurin, Dey, Hurtado, & Gurin, 2002). Although many HEIs may not include disability as a dimension of diversity (Scheef, Caniglia, & Barrio, 2020), a student body that represents a cross-section of the population should include students with IDD. Faculty generally have favorable attitudes toward IPSE, and these may increase after leading a classroom that includes students with IDD (Plotner & Marshall, 2015). Faculty who lead inclusive courses may experience a multitude of benefits, including an increased sense of job satisfaction and a more positive classroom climate (O'Connor, Kubiak, Espiner, & O'Brien, 2012). Students with IDD who engage in inclusive opportunities reap many benefits, including, but not limited to, improved independent living skills, social skills, community access, self-advocacy skills, and employability (Grigal, Hart, Smith, Papay, & Domin, 2018). Uditsky and Hughson (2012) frame IPSE as a moral imperative rooted in social justice; it offers students with IDD the same traditional college experience opportunities as their peers without IDD. Students without IDD who attend postsecondary education institutions that support IPSE are more likely to accept their peers with IDD and to benefit from the experience (e.g., increased comfort with people with disabilities, enhanced self-esteem, greater awareness of career interests; Izzo & Shuman, 2013; May, 2012). RECOMMENDATIONS FOR PRACTICE Following are recommendations for course instructors who are leading classrooms that include students...

The Sexual Health Needs and Perspectives of College Students with Intellectual and/or Developmental Disabilities and Their Support Staff: A Brief Report

The purpose of this mixed methods pilot study was to examine the sexual health needs, knowledge, and access to resources for students with intellectual and/or developmental disabilities (IDD) and their support staff in an inclusive postsecondary education (IPSE) program. Four college students with IDD and sixteen support staff from an IPSE program in the Southeast United States were recruited in 2018. Semi-structured interviews were conducted with students. Online surveys, which contained open-ended and Likert scale items, were administered to all support staff. Students and staff both reported that students had limited sexual health knowledge, were uncomfortable discussing sexual health, and reported little interest in the topic. Both students and staff provided recommendations for creating inclusive sexual health programs and marketing strategies. Students have limited information about sexual health and are not included in sexual health programming in meaningful ways. Staff lack the training needed to address students’ sexual health questions. This study also makes a significant contribution to the dearth of literature on the sexual health of college students with IDD.

Impact of an Inclusive Postsecondary Education Program on Implicit and Explicit Attitudes Toward Intellectual Disability.

People with intellectual disability (ID) experience negative consequences as a result of stigmas held by the public. Students with ID involved in inclusive postsecondary education (IPSE) programs demonstrate positive outcomes. This study examines the impact of an IPSE program on typically matriculating student attitudes toward ID. Explicit and implicit attitudes were measured at the start and end of a semester among IPSE volunteer peer mentors (n = 17) and an uninvolved student group (n = 14). Findings indicate that volunteers demonstrated lower discomfort after their volunteer experience, as measured by the Attitudes Toward Intellectual Disability Questionnaire (ATTID). Volunteers also demonstrated higher knowledge of causes and preference for interaction with people with ID than nonvolunteers. This demonstrates that volunteer involvement in IPSE positively impacts attitudes toward people with ID among typically matriculating college students.

Students with intellectual and developmental disabilities in inclusive higher education: perceptions of stakeholders in a first-year experience

ABSTRACT Post-secondary education and students with intellectual and developmental disabilities (ID/DD) have not historically been viewed as compatible. In recent years, a growing number of colleges have offered opportunities for students with intellectual disabilities to take part in inclusive post-secondary education. This qualitative study was conducted on the performance of a first-year, post-secondary inclusive education programme in a university in the United States to (a) better understand each stakeholder group’s perspectives regarding both social and academic inclusion of students with ID/DD in post-secondary education, (b) identify barriers, challenges, strengths and needs of the programme through the first-year experiences and, (c) report on the successful inclusion of students in an inclusive post-secondary environment. Recommendations and learned strategies are also discussed.

Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability

Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education’s Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center’s website. This is an increase in programs by 500% compared to the number in 2008. As more programs are created with many of them being grass roots initiatives, a basic framework to beginning and supporting these endeavors has been identified. The purpose of this article is to provide a framework to assist those interested in beginning their own inclusive program at an institution of higher education for students with intellectual developmental disability.

Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program

Students with intellectual disabilities have a unique pathway into college, and for many rural areas, this is a relatively new pathway. The reauthorization of the Higher Education Opportunity Act of 2008 (P.L. 110-315) prioritizes inclusive postsecondary education opportunities with an emphasis on students accessing academic, social, and meaningful employment experiences. However, in this legislation, inclusion is vaguely defined and left to postsecondary education institutions to structure within their program model. This article provides perspectives from students with intellectual disabilities from a postsecondary education program situated on a college campus in a rural town. Through participatory action research, students shared their experiences using a variety of communication modalities and offered a meaningful perspective on the challenges and opportunities faced in a rural setting.

Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors.

Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students (n = 4) and peer mentors (n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.

Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education.

Engagement among Students with Intellectual Disabilities and First Year Students: A Comparison

A phenomenon is spreading across institutions of higher education (IHEs)—the participation of students with intellectual disabilities (ID) in inclusive postsecondary education programs. Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student Engagement (NSSE), similarly to other first-year college students. These results provide preliminary evidence of the feasibility and value of educating students with cognitive challenges on university campuses.

Inclusive postsecondary education: Reimagining the transition trajectories of vocational rehabilitation clients with intellectual disabilities

Inclusive postsecondary education: Reimagining the transition trajectories of vocational rehabilitation clients with intellectual disabilities

Developing Inclusive College Opportunities for Students with Intellectual and Developmental Disabilities

Over the past decade, inclusive postsecondary opportunities have become more available to students with intellectual and developmental disabilities than ever before. With greater demand for such opportunities as well as greater awareness of the possibilities for youth with intellectual and developmental disabilities, developing new programs on college campuses is increasingly attainable. To promote increased opportunities for students with severe disabilities after high school, we present strategies for developing inclusive postsecondary education programs. We discuss the importance of understanding and documenting a community's needs, identifying model programs, working with a broad range of stakeholders, developing a shared vision, and making an effective pitch to an institution of higher education. Finally, we address logistical considerations for developing effective programs for including students with intellectual and developmental disabilities.

Inclusive Postsecondary Education—An Evidence‐Based Moral Imperative

AbstractAlthough today many more examples of postsecondary educational opportunities being made available to students are expanding for adults with intellectual disabilities (ID), the majority of these opportunities are either segregated or partially segregated with few accommodating students with significant disabilities or challenging behaviors. In this article, the authors take the position that the desire for inclusive education and the beliefs and principles of inclusive practices must be the foundation for inclusive postsecondary education (IPSE). The rationale for such an approach is based on positive outcomes derived for young adults where opportunities for inclusion in the context of universities, colleges, and technical schools offer a powerful context for embedding students in the normative pathways that can lead to positive lifelong outcomes. As inclusive schooling remains a controversial issue even after 40 years of supportive published research and demonstrated practice, it is not surprising that full IPSE opportunities are limited. The authors hold to the principles of inclusion as the foundation for postsecondary education given the known failure of segregated education to result in positive social and economic outcomes. The authors explore the means of achieving better futures for students with ID through IPSE. This article highlights the findings of 25 years experience across the province of Alberta in implementing 18 IPSE initiatives for young adults with the full range of ID, including those with severe and multiple disabilities, and outlines the challenging behaviors thus strengthening evidence for adopting inclusive practices. The supports required for an authentic student experience in all aspects of postsecondary academic and social life are described with employment, academic, economic and social outcomes highlighted. IPSE has been shown to be an important and effective means of launching students with ID into adulthood, but by itself, IPSE is not sufficiently powerful to sustain an inclusive pathway over time. The authors note that student experiences in campus life and relationships reveal we are not close to finding the limits to where and how inclusion can be achieved; the challenge is to create opportunities.

One State's Initiative to Increase Access to Higher Education for People With Intellectual Disabilities

AbstractThis article focuses on a state‐based initiative to engage youth with intellectual disabilities (ID), their families, universities, schools, agencies, and funders in improving access to inclusive postsecondary education (PSE). As opportunities in higher education for students with ID continue to increase across United States, there are differing interpretations of federal and local policies that guide PSE initiatives. Regional interpretations of vocational and educational policies affect the services and supports students receive. During four regionally based summits in one U.S. state, stakeholders participated in a qualitative study to explore statewide policies, practices, and beliefs about access to higher education for students with ID. Participants discussed how to increase opportunities throughout the state—particularly how to address existing service, support, and attitudinal barriers, and determine options that currently exist for students. Using a qualitative approach, common themes among stakeholders were identified, such as improving access to information for families, enhancing collaborations with agencies and schools, and advocating for access to college courses and appropriate academic supports. Results indicate that throughout the state, tension exists between local and state level policy implementation. Inconsistent interpretation and implementation have led to more restrictive, less inclusive college‐based options.

Attitudes Toward Including Students With Intellectual Disabilities at College

AbstractAlthough inclusive postsecondary education programs are increasingly available, little is known about the attitudes of matriculating college students toward the inclusion of students with intellectual disabilities in their classes. To assess these attitudes, the authors surveyed 256 college students about their attitudes toward students with intellectual disabilities and their inclusion in college classes. Overall, the college students reported positive attitudes. They noted that female students and those with higher comfort levels perceived the abilities of people with intellectual disabilities as higher, thought more benefits were associated with their inclusion, and were more willing to interact with them on campus. The authors concluded that these findings offer evidence of the social acceptability of inclusive postsecondary education programs among the general population of college students and the viability of such programs as an inclusive transition option for students with intellectual disabilities.

A Multiple Perspective Case Study of a Young Adult with Intellectual Disabilities Participating in a Pre-service Teacher Education Class

For adults with intellectual disabilities, the opportunity to attend a postsecondary institution is increasingly becoming reality. Although there is a growing body of literature documenting examples of inclusive postsecondary education, there is a lack of information detailing the experiences of pre-service teacher candidates (TCs) who are enrolled in inclusive courses. The purpose of this interview study using case-study methods was to describe the challenges and benefits of an inclu-sive class in a 1-year, after-degree professional teacher education program from the perspectives of 5 TCs enrolled in a course audited by a young woman with an ID, as well as from the perspective of the course instructor. The classmates and course instructor provided positive responses regarding their experiences in the inclusive class, such as seeing inclusion in practice. Negative responses con-cerned whether or not a curriculum class in the teacher education program was the right fit for the student with ID.

Finding a Home: Inclusive Post-secondary Education and the Adult Education Field

This article reports the results of a study that undertook to describe a new adult education phenomenon called Inclusive Post-Secondary Education (IPSE). From interviews with senior staff members of three IPSE programs in Alberta, Canada, an operational definition of common practices across IPSE programs was developed. Interviews also produced a listing of benefits and outcomes for students attending these programs. Results of this study suggest a common operational model that could be replicated elsewhere and reveal some philosophical premises that appear to be inherent in the operation of IPSE programs. Résumé Cet article rapporte les résultats d'une étude qui vise à décrire un nouveau phénomène lié à la formation permanente, soit l'éducation post-secondaire universelle (EPSU). A partir d'entrevues réalisées auprès de cadres supérieurs qui travaillent dans trois programmes de type EPSU en Alberta, au Canada, une définition opérationnelle des pratiques communes à ces programmes a été élaborée. Les entrevues ont également mené a l'établissement d'une liste d'avantages et d'aboutissements pour les étudiants qui fréquentent ces programmes. Les résultats de cette étude laissent apparaître un modèle opérationnel commun qui pourrait se transposer ailleurs et révèlent certains principes d'ordre philosophique qui semblent être inhérents à l'exploitation des programmes de type EPSU.