Shifting Identities

2019 ◽  
pp. 121-132
Author(s):  
Jack Trammell
Keyword(s):  
College Students ◽  
Social Capital ◽  
Postsecondary Education ◽  
Cultural Context ◽  
Education Programs ◽  
Full Inclusion ◽  
Individual Program ◽  
Non Traditional Students ◽  
Shifting Identities ◽  
The Voice

Postsecondary programs for non-traditional students, including many specifically designed for students with intellectual disabilities (ID) and/or developmental disabilities (DD), present new questions. Many of these programs aim for some type of full inclusion, including living on campus, taking classes, generating college transcripts, and socializing with other college students. The successes of such programs have made headlines, although the question of exactly what students’ experiences mean in the wider cultural context of employability, independence, and social capital are unclear. It is also unclear that the voice of the actual participants is well-recognized in the design and assessment of such programs. This chapter will frame postsecondary education programs for ID/DD, with recognition of the importance of the “service user” voice and individual program experiences. It will consider the wider extent to which new ID/DD postsecondary identities are affecting pedagogy and research in the postsecondary educational landscape, and the ethical questions generated.

An Investigation of Coping Strategies Used by College Students With Intellectual Disability

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 194-209
Author(s):  
Anthony J. Plotner ◽  
Jordan A. Ezell ◽  
Chelsea VanHorn-Stinnitt ◽  
Chad A. Rose
Keyword(s):  
College Students ◽  
Social Media ◽  
Intellectual Disability ◽  
Coping Strategies ◽  
Postsecondary Education ◽  
Independent Living ◽  
Adult Life ◽  
Mild Intellectual Disability ◽  
Education Programs ◽  
First Choice

Abstract Attending college can lead to many benefits including better outcomes in adult life for college graduates. This concept is applicable to all students, including students with intellectual disability who are attending institutions of higher education programs to refine social, academic, employment, and independent living skills. Similar to their typical peers, students with intellectual disability enrolled in postsecondary education programs endure levels of stress that result in the application of coping strategies necessary to navigate various social domains of college life, including romantic relationships, friendships, roommate relationships, and social media interactions. The present study utilizes survey and interview data to examine which coping strategies are used by college students with mild intellectual disability. When faced with stressful situations, almost one-third of study participants chose Planful Problem Solving as their first choice coping strategy in the Romantic domain, and almost half of respondents used it to deal with stressful situations related to Friendships. More than a third of college students with intellectual disability chose Confrontive Coping as their preferred strategy in the Roommate and Social Media domains. Findings are consistent with previous research, which suggests that young adults with intellectual disability use Problem-Focused strategies most frequently when dealing with stressful situations. Implications for research and practice are also presented and discussed.

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

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