Postsecondary Education Programs Research Articles

Reaching the Top of Data Mountain: Postsecondary Students With Disabilities Use Data to Improve Fluency

Intervention studies focused on improving reading outcomes are scarce for postsecondary students with disabilities. Historically, comprehensive transition and postsecondary education programs (CTPs) for students with disabilities focused on employment, living, personal, and social skills over academic instruction. Recently, there is an emphasis to teach self-determination skills in postsecondary settings. For students in K–12, self-determination interventions positively impact academic outcomes. The present study tested the effects of a self-determination learning program—Data Mountain—on the oral reading fluency (ORF) of students with disabilities enrolled in a CTP. Using a feasibility study, 40 postsecondary students with disabilities were assigned to receive Data Mountain or progress monitoring activities only (comparison condition). Preliminary evidence from hierarchical linear modeling indicated Data Mountain students read an average of 20 more words per minute with a growth rate twice that of comparison students ( p < .01). Findings provide evidence that postsecondary students with disabilities exhibit continued improvement on ORF progress monitoring.

Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study

Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.

Exploring the Personal Identity of College Students With Intellectual and Developmental Disabilities

Emerging adulthood is a period of human development ripe for personal identity exploration and a college campus can be a conducive environment for this to take place. Historically, many transition-age adults with intellectual and developmental disabilities (IDD) have been denied access to college, but with the rise in inclusive postsecondary education (IPSE) programs across the country, that is changing. This study uses a combination of semi-structured interviews and photo elicitation discussions with 11 emerging adults enrolled in a southeastern IPSE program to better understand how these individuals understand and express their personal identity as well as the contextual factors contributing to their experiences with personal identity. Using thematic analysis, we uncovered seven salient themes across the data, including a theme related to the complicated nature of the participants’ disability identity.

An Interdisciplinary Approach to Supporting the Personal Development of College Students With an Intellectual Disability

High-quality inclusive postsecondary education programs strive for authentic inclusion of students with intellectual and developmental disabilities. Typicality for students and enhanced integration into the larger institution of higher education are guiding principles outlined in recently developed, national model standards. With these novel and inclusive opportunities, students often need support to navigate and troubleshoot the myriad situations that may arise as a result of this level of inclusion on a college campus. Inclusive college programs typically provide support in academic, employment, and independent living domains but often neglect building skills encapsulated under “personal development.” This paper describes a unique personal development model of support with aligned theoretical underpinnings and interdisciplinary practices derived from social work, counselor education, and education fields.

Degrees of difference: Do college credentials earned behind bars improve labor market outcomes?

AbstractIt is widely held that providing postsecondary education programs to incarcerated individuals will improve postrelease labor market outcomes. Little research evidence exists, however, to support this view. To test the effect of postsecondary carceral education credentials on employer perceptions of hireability, the current study uses a factorial design to survey a sample of employers nationwide (N = 2,538). Employers were presented with résumés of fictional applicants applying to a job as a customer service representative at a large call center. The résumés randomized education credentials earned while incarcerated. Results indicate that employers were significantly more willing to interview applicants with postsecondary education credentials relative to applicants with only a General Educational Development (GED) diploma. Although Black applicants who had earned a sub‐baccalaureate certificate saw improvements in hireability relative to GED holders, Black applicants who had earned a bachelor's degree did not. In contrast, White applicants benefited both from sub‐baccalaureate certificates and bachelor's degrees. Results from a mediation analysis suggest that these credentials signal important information to employers about applicant attributes and that improved perceptions of applicant ability and likelihood to reoffend drive the overall effect. Implications for future research and policy are explored.

Providing technical assistance to inclusive postsecondary education programs on paid employment experiences of college students with intellectual and developmental disabilities: A case study

BACKGROUND: Students with intellectual and developmental disabilities lag behind their peers without disabilities when it comes to participation in college and employment. In response to this, researchers at Virginia Commonwealth University (VCU) created an online, six-week course for staff who work with students with disabilities in inclusive postsecondary education (IPSE) programs. OBJECTIVE: To create a course and technical assistance (TA) based on implementing supported employment strategies through VCU’s ACE-IT in College model, using evidence-based employment practices. The course and TA were developed to increase the skills of IPSE program staff, as well as increase the number of paid internship opportunities for the students in their programs. METHODS: VCU staff offered a six-week training program, followed by yearlong technical assistance to college and university staff who implement inclusive postsecondary education programs. The researchers conducted a case study of one program and followed them through the course and their TA activities. Data examined were: facilitated discussion board responses, needs assessment results, meeting notes and case study notes, as well as goals and strategies they developed. RESULTS: Results indicate a need for more staff and funding, as well as university buy-in. The fidelity of implementation allowed researchers to make slight adjustments for future TA participants. CONCLUSION: One participating program emerged as a case study site, and results indicate a need for more staff and funding. Detailed descriptions and technical assistant support strategies are provided, as well as implications for further research.

Inclusive active play curriculum in pre-service Canadian early childhood education programs

ABSTRACT While active play in childcare settings is important for children’s development and wellbeing, children with disabilities are frequently excluded from these experiences. This could be a consequence of the pre-service training provided to early childhood educators (ECEs). As such, this study investigated the quantity and content of inclusive active play offered within Canadian post-secondary early childhood education programs. An environmental scan and content analysis were conducted to assess course descriptions for 114 programs. Of the 2,610 courses examined, only 1% captured inclusive active play. Although content on disability inclusion and active play were captured uniquely, courses lacked intersections of these two topics. Future curriculum development is needed to support ECEs in the implementation of inclusive active play. Based on this research, four recommendations were provided. As Canada implements a new national childcare strategy, this study has implications for educators aiming to prioritize the inclusion of all children in high-quality care.

Navigation Support for Students with Intellectual Disability Using Mobile Devices

Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student’s unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.

Staying on Task: Use of Self-Monitoring and Peer Coaching to Support Inclusive Postsecondary Education

ABSTRACT Although applications (apps) for technology-based self-monitoring have received little attention in the literature for college-level students with intellectual disability (ID) in inclusive postsecondary education (IPSE) programs at institutions of higher education, novel tools regularly arrive and are applied within current support structures. I-Connect, a smartphone or web-based self-monitoring tool, has the potential to be an important instrument for promoting independence and access to inclusive academic and workplace environments. The current study used a multi-treatment A-B-A-B-C withdrawal single-case design to determine the effects of peer coaching and a smartphone-based self-monitoring app on the on-task behavior of a college student with autism and intellectual disability. Measurement included the impact of the I-Connect app and peer tutoring in combination with the app and the social validity of the intervention. Findings demonstrated a functional relation for the use of I-Connect with some limitations. The data showed promise for the addition of peer support and were confirmed by a social validity measure. The combination of technology-based self-monitoring supports with the peer supports typically available in inclusive postsecondary education (IPSE) programs can potentially increase key self-determination outcomes. The authors discuss further implications and suggestions for confirming these findings in subsequent inquiries.

Post-Secondary Education Outcomes for Individuals with Intellectual and Developmental Disabilities: Self-Determination, Independent Living, Employment, and the Impact of COVID-19.

Post-secondary education (PSE) plays an important role in preparing individuals with an intellectual and developmental disability (IDD) to gain employment and independent living. Despite the recent increase in PSE programs, however, there is a lack of research examining outcomes of individuals with IDD who have attended a PSE program. This study examined three years of data from students who participated in one PSE program that focuses on the acquisition of skills regarding self-determination, employment, and independent living. We analyzed the outcome data of program graduates regarding their acquisition of skills in employment and self-determination, as well as follow-up data on employment. It was found that participation in the program increased self-determination and post-secondary readiness. Our findings also indicated that the COVID-19 pandemic impacted the self-determination scores of participants and their employment outcomes.

Using Flashcards and Descriptive Feedback to Teach Industrial Kitchen Equipment to a Student with Intellectual Disabilities in a Postsecondary Education Program

Using Flashcards and Descriptive Feedback to Teach Industrial Kitchen Equipment to a Student with Intellectual Disabilities in a Postsecondary Education Program

The Perceived Impact of A Post-Secondary Education Program On Kenyan Catholic Sisters' Understanding of Their Lives As Women Religious

Kenyan women religious serve in ministries that provide essential aid in their communities. These ministries include vital positions in the fields of education, healthcare, social work, finance, and agriculture, among others. However, approximately 80% of women religious in sub-Saharan Africa lack the post-secondary education necessary to adequately meet the evolving demands of their ministries (Wakahiu & Shaver, 2015). For this reason, women religious in Kenya have been provided an opportunity to participate in a uniquely delivered, fully funded, post-secondary education program. Although two qualitative studies had previously been conducted on this post-secondary education program, none had addressed the impact of the program on the participants' understanding of their lives as women religious. As a result, this qualitative study endeavored to answer the questions: Has participation in the program transformed Kenyan sisters' understanding of their lives as women religious? And, has participation in the program influenced how Kenyan women religious view themselves in their ministries? In-person interviews with program participants and staff (N = 17), as well as document reviews, were conducted in order to effectively answer these questions. Upon analysis, three themes were revealed, including enhancement of ministry abilities (academic, professional, congregation strengthening, spiritual), empowerment (self-confidence) and relational engagement (social interaction, self-awareness, leadership). From these themes, the concept of servant leadership emerged as the ultimate perceived impact of the post-secondary education program on Kenyan Catholic sisters' understanding of their lives as women religious and view of themselves in ministry.

Special Educator Knowledge and Perspectives About Inclusive Postsecondary Education Programs

Special education teachers play an integral role in preparing students with intellectual and developmental disabilities (IDD) for a successful transition to their desired postsecondary pathways. As more opportunities arise for students with IDD to attend inclusive postsecondary education (IPSE) programs, there is a growing need for special educators to be well-prepared to equip their students for college. We conducted a survey of 1,086 secondary special education teachers in three states to better understand their knowledge, expectations, and perspectives regarding postsecondary options for students with IDD. We also examined the educator- and school-level factors associated with students with IDD having postsecondary goals for college in their Individualized Education Program (IEP). We describe special educator preferences for learning about college options for their students with IDD and practical implications for special educators, teacher preparation programs, and IPSE programs.

Using smart phone technology to improve daily living skills for individuals with intellectual disabilities.

Individuals with intellectual disabilities need continued supports in completing daily living tasks to increase the likelihood of achieving independence. Fortunately, research has shown that assistive technology, and particularly video prompting helps support independent living for individuals with intellectual disabilities. This study investigated the efficacy of a highly customizable task analysis smartphone application in assisting three young adults with intellectual disabilities learn how to cook three different multistep recipes. Three young adults with intellectual disabilities enrolled in a four-year postsecondary education program (PSE) participated in a multiple probe design across participants to examine the effect of a Task Analysis app on the participants' completion of three cooking tasks. In this present study, the use of video prompting to teach a daily living skill resulted in large and meaningful effect size gains of 99%-100% for all three participants, as measured by Tau-U. Video prompting is an effective instructional strategy which allows the user to self-prompt and manage their ability to successfully complete daily living skills. In this current study, video prompting made a substantial difference in the safety of participants. The use of video prompting can decrease the reliance on others (e.g., teachers and caregivers), improve self-confidence of the user, and improve the user's level of autonomy.

Introduction to the Special Issue

Introduction to the Special Issue

발달장애학생을 위한 전문대학 기반 비학위 중등이후교육 운영체계의 핵심요소 개발

The purpose of this research is to develop the core elements of the operation system of college-based non-degree postsecondary education for individuals with developmental disabilities(DD) through appropriate research procedures. The participants of the Delphi survey consisted of 20 college and special education experts. The Delphi survey was developed by the researchers based on the results of analyzing the literature and programs related to college-based postsecondary education, the analysis of college operation elements, and the experiences and support needs of those involved in education for college students with DD. The core elements of the operation system for college-based non-degree postsecondary education were finally determined into 55 items in seven areas according to the results of the Delphi survey: (1) preparation for the transition from high school to college-based postsecondary education; (2) basic characteristics of college-based non-degree postsecondary education; (3) appropriate fields for students with DD in college-based non-degree postsecondary education programs; (4) admission procedures and tuition for college-based non-degree postsecondary education; (5) curriculum operation of college-based non-degree postsecondary education; (6) supports provided by college-based non- degree postsecondary education; and (7) outcomes of college-based non-degree postsecondary education. This research is significant in that it presents an overall operating system with seven areas and its core 55 elements for the implementation of college-based postsecondary education, furthemore, it is significant due to the fact that the core elements that were identified based on the consensus of professionals in college and special education experts can increase its applicability to actual college settings.

Mentoring Postsecondary Students with Intellectual Disabilities: Faculty and Staff Mentor Perspectives

As the number of inclusive postsecondary education (IPSE) programs in the United States increases, a greater number of young adults with an intellectual disability (ID) are attending college. To ensure students with IDs have the same opportunity to succeed in the postsecondary education environment as their peers without disabilities, it is critical that research is conducted to explore the support mechanisms that contribute to successful outcomes for this population. To address existing gaps in the literature, the present study involved a qualitative investigation of the experiences of faculty and staff mentors who formally mentored students with ID over the course of one academic year. Four themes provided unique insights into (1) the activities that were undertaken by faculty and staff mentors to help students meet their academic, employment, independent living, and personal development goals; (2) common challenge areas related to the mentoring program and dyad partnerships; (3) areas of student growth; and, finally, (4) how impactful the mentoring experience was for faculty and staff mentors. By providing a timely and novel contribution to the mentoring literature, the findings from this study can inform the development of mentoring programs within IPSE settings that will promote positive postsecondary outcomes for students with IDs.

‘How are you doing?’: college instructors’ relationships and communication with students with intellectual disabilities

The Higher Education Opportunity Act has increased the number of postsecondary education programs established to assist individuals with intellectual disabilities (ID) in attending college. With the development of these new programs, there is an ever-present need to assess the interactions and necessary strategies to support students with ID in higher education. As college instructors are the primary instructors within these settings and programs, the current study explored this population’s perceptions and experiences related to instructing, communicating, and developing effective relationships with students with ID in their coursework. In-depth interviews were conducted with six college instructors working with students with ID in a higher education program in the United States. Applied thematic analysis identified themes related to the frequency of communication and relationship development, collaboration strategies, and using student feedback to inform future instruction and course preparation. Most instructors found relationships with students developed more effectively via increasing frequency, consistency, and accessibility of communication methods (e.g. scheduling individualised meeting times, video recorded directions, and reminders). Instructors also reported the importance of clear communication with stakeholders, supporting personnel/staff, and students’ peers, which aided student learning and engagement in the classroom. Limitations and implications for practice are discussed.

Understanding motivational beliefs of women in postsecondary STEM- vocational-technical education. Evidence from Chile

ABSTRACT Women face many barriers to entry into and persistence in science, technology, engineering, and mathematics (STEM) fields. Drawing on expectancy-value theory (EVT) and using a qualitative approach, this study sought to deeply understand women’s entry and persistence in STEM-related postsecondary Vocational Technical Education (VTE) programs that lead to male-dominated skilled trades in construction, metalworking, and mining sectors in Chile. The findings revealed that, depending on the economic sector women were preparing to work in, different motivational patterns of EVT beliefs emerged that allowed women to overcome the high costs imposed by the gender stereotypes they encountered in their studies. Therefore, to improve women participation in VTE programs related to STEM fields, institutional and government policies must consider these different motivational profiles, as well as different strategies to improve women identity with these male-typed skilled trades.

Moving Upstream to Address Health Inequity: A Middle School Program to Introduce Students to a Career in Nursing.

To promote health equity and address an increasing need for nurses, educational pathways and mentorship programs for students who want to pursue a nursing career should be considered during the earlier stages of secondary education. Several school nurses in the Brandywine School District in Delaware piloted a program to introduce middle school students to a career in nursing. Recognizing the racial, ethnic, and gender disparity in the nursing workforce, nurses sought out Black/African-American, Hispanic, and male students, populations who are underrepresented in nursing. Nurses informed students about a career in nursing and offered information on pathways to pursue an education in nursing. The program is intended to give a realistic perspective on the duties of nurses and to provide a level of educational and collaborative support from parents and faculty to assist students to transition into postsecondary nursing education programs. The current nursing shortage is a multifaceted issue creating an extreme need for nurses, particularly baccalaureate-prepared nurses who provide culturally competent and safe patient care. The BSD Lifesavers program aims to create programs and policies to promote a more diverse nursing workforce that will provide equitable health care for all communities.