Friendships Through Inclusive Postsecondary Education Programs: Perspectives of Current and Former Students With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 487-501
Author(s):  
Stephanie Spruit ◽  
Erik W. Carter
Keyword(s):  
Social Networks ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
College Experience ◽  
Intellectual And Developmental Disabilities ◽  
Education Programs ◽  
Research And Practice ◽  
Friendship Formation ◽  
Social Lives ◽  
Multiple Meaning

Abstract The formation of friendships is central to the college experience. Yet little is known about the relationships young adults with intellectual and developmental disabilities form through their inclusive postsecondary education programs or maintain after graduation. We interviewed 12 current students and alumni about their social networks and their views regarding friendships. Participants shared their perspectives on the multiple meaning of friendship, the size and composition of their social networks, and the areas in which college has positively impacted their social lives. We offer recommendations for research and practice aimed at understanding and enhancing friendship formation within the inclusive higher education movement.

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

2021 ◽  
pp. 002246692110133
Author(s):  
Chung Eun Lee ◽  
Julie Lounds Taylor
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Reference Lists ◽  
Web Of Science ◽  
Educational Programs ◽  
Intellectual And Developmental Disabilities ◽  
Inclusion Criteria ◽  
Research And Practice ◽  
Program Engagement

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review

2020 ◽  
pp. 014544552097978
Author(s):  
Erik W. Carter ◽  
Lauren E. McCabe
Keyword(s):  
Systematic Review ◽  
College Student ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Peer Support ◽  
College Access ◽  
Intellectual And Developmental Disabilities ◽  
Research And Practice ◽  
Multiple Factors ◽  
Education Movement

Peers play a central role in supporting college access for students with intellectual and developmental disabilities (IDD). This review examines available research addressing the perspectives of college student peers on the inclusive postsecondary education (IPSE) movement and their involvement in it. Approximately 2,670 peers—most of whom were female and undergraduates—participated in these 37 studies. We review findings addressing the views of peers on the following topics: (a) motivations for volunteering, (b) effectiveness as a peer support, (c) challenges they encountered, (d) impact of involvement on themselves, (e) impact of IPSE on their campus, (f) recommendations for IPSE programs, and (g) attitudes regarding disability. This research collectively highlights the multiple factors that draw peers to become involved, the experiences peers have within their campus’ programs, the myriad ways in which they and their campus may benefit from this movement, and their views regarding inclusion and disability. We offer recommendations for research and practice aimed soliciting the views and involvement of peers within the inclusive postsecondary education movement.

Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities

Inclusion ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 163-179
Author(s):  
Grace L. Francis ◽  
Alexandra S. Reed ◽  
Maureen E. Howard
Keyword(s):  
United States ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
The United States ◽  
Future Research ◽  
Positive Interactions ◽  
Intellectual And Developmental Disabilities ◽  
Education Programs ◽  
Transition Outcomes

Abstract Postsecondary education programs (PSEs) are becoming increasingly available for young adults with intellectual and developmental disabilities across the United States. Positive interactions between young adults and their families and professionals, and collaborative family-professional interactions can enhance transition outcomes for people with disabilities, including successful transition into and out of PSEs. However, there is limited research on the perspectives of the young adults who attend PSEs regarding these topics. The purpose of this qualitative study was to examine the retrospective perceptions of 10 PSE graduates regarding (a) interactions with their families, (b) interactions with PSE professionals, and (c) interactions between their families and PSE professionals. Participants reported negative and positive interactions with their families and PSE professionals, described how their families and PSE professionals interacted, and also provided recommendations for families and professionals to support young adults with disabilities. Implications and future research are discussed.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Defining Inclusion: Faculty and Student Attitudes Regarding Postsecondary Education for Students With Intellectual and Developmental Disabilities

2020 ◽  
Vol 58 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Carly B. Gilson ◽  
Christina M. Gushanas ◽  
Yi-Fan Li ◽  
Kaitlin Foster
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Student Attitudes ◽  
Public University ◽  
College Campuses ◽  
Full Potential ◽  
Intellectual And Developmental Disabilities ◽  
Student Life ◽  
Prospective Students ◽  
Mixed Methods Approach

Abstract Inclusion across education contexts is critical to acknowledge and inspire the full potential of people with intellectual and developmental disabilities (IDD). In the early stages of a postsecondary education program's development, peers and faculty are integral stakeholders to promoting an inclusive campus life. We conducted a campus-wide survey at a large public university to evaluate the perspectives of 1,867 faculty and students regarding their views of inclusion in student life and their attitudes toward prospective students with IDD. We incorporated a mixed-methods approach to summarize these views by using correlations, linear regression, and qualitative analysis of open-ended responses. We offer recommendations for research and practice aimed at increasing inclusive opportunities for students with IDD and their peers on college campuses.

scholarly journals Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

2018 ◽  
Vol 42 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Meg Grigal ◽  
Clare Papay ◽  
Frank Smith ◽  
Debra Hart ◽  
Rayna Verbeck
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Institutions Of Higher Education ◽  
Federally Funded ◽  
Demonstration Program ◽  
Gainful Employment ◽  
Postsecondary Program

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

Reflecting on the Education Position Statement of AAIDD and The Arc

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 6-26
Author(s):  
Anthony M. Rodriguez ◽  
Debbie Taub ◽  
LaRon Scott ◽  
Susan R. Copeland ◽  
Kendra Williams-Diehm ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
School Choice ◽  
Postsecondary Education ◽  
Position Statement ◽  
System Capacity ◽  
Educational Systems ◽  
Intellectual And Developmental Disabilities ◽  
High Expectations ◽  
Research Findings ◽  
The Right

Abstract This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recommendations are made for changes to educational systems and practices that create barriers to the access of FAPE for students with IDD.

Preparing Individuals With Disabilities for Inclusive Employment Through the Postsecondary Access and Training in Human Services (PATHS) Program

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 224-233 ◽  
Author(s):  
Dalun Zhang ◽  
Cheryl Grenwelge ◽  
Stefania Petcu
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Independent Living ◽  
Human Services ◽  
Employment Outcomes ◽  
Intellectual And Developmental Disabilities ◽  
Professional Career ◽  
Postsecondary Access ◽  
Number Of Individuals ◽  
And Training

Abstract In an era of globalization, receiving postsecondary education (PSE) becomes necessary for young adults to gain meaningful employment and earn a decent income that supports his or her independent living. The same is true for individuals with intellectual and developmental disabilities who desire for inclusive employment and community living. However, although an increasing number of individuals with intellectual and developmental disabilities have participated in various formats of PSE, this population is still severely underserved. Moreover, those who receive PSE are sometimes simply gaining a college experience or learning functional skills on college campuses. The purpose of this article is to present inclusive employment outcomes of individuals with intellectual and developmental disabilities who graduated from the Postsecondary Access and Training in Human Services (PATHS) program. These individuals' successful stories demonstrate that individuals with intellectual and developmental disabilities can complete a PSE program focusing on employment outcomes and start a professional career.

scholarly journals Toward Competitive Employment for Persons with Intellectual and Developmental Disabilities: What Progress Have We Made and Where Do We Need to Go

2018 ◽  
Vol 43 (3) ◽  
pp. 131-144 ◽  
Author(s):  
Paul Wehman ◽  
Joshua Taylor ◽  
Valerie Brooke ◽  
Lauren Avellone ◽  
Holly Whittenburg ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Supported Employment ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Competitive Employment ◽  
Integrated Employment ◽  
Working Age ◽  
Workforce Innovation ◽  
Research And Policy

Progress toward competitive integrated employment (CIE) for people with intellectual and developmental disabilities (IDD) over the last 40 years has been mixed. Despite evidence showing that supported employment interventions can enable adults with IDD to effectively get and keep jobs, national rates of integrated employment remain below a third of the working-age population. Progress is being made to improve these outcomes. Pathways have been identified that lead to CIE through supported employment, customized employment, internship experiences, and postsecondary education. The recent passage of the Workforce Innovation and Opportunity Act (WIOA) has created fresh momentum and increased the onus on interagency collaboration. This article examines what is known about promoting CIE through these pathways and highlights recommendations for future research and policy change. Recommendations for the future provide direction toward positive change for CIE into the 21st century.

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