Journal of Inclusive Postsecondary Education
Aim and Scope The mission of the Journal of Inclusive Postsecondary Education (JIPE) is to publish original research on the topic of inclusive postsecondary education for students with intellectual and developmental disabilities. JIPE provides a forum for qualitative, single subject, quantitative, and mixed methodological studies conducted in a university, community college, or related post-secondary environment.
Remarks by Madeleine Will - 2022 State of the Art Conference
During the 2022 State of the Art Conference, renowned special education advocate Madeleine Will received the Lifetime Achievement Award. The Editors of JIPE are so grateful to Ms. Will, who graciously allowed us to include her thoughtful and relevant acceptance speech in this issue so that those who were not in attendance could reflect on her observations and recommendations.
Copyright (c) 2023 Latisha Elcock; Beth Myers https://creativecommons.org/licenses/by-nc-sa/4.0
Ten Years of the State-of-the-Art Conference: Reflecting on the Progress of Inclusive Postsecondary Education
This year, 10 years of the State-of-the-Art Conference in Inclusive Higher Education was celebrated. The introduction to this issue of the Journal reflects on that decade of progress as noted in the keynote presentation at this year’s conference. We discuss what it means to have been working with inclusive postsecondary education for ten years and consider the past, present, and future of the field.
Copyright (c) 2023 Beth Myers, Meg Grigal https://creativecommons.org/licenses/by-nc-sa/4.0
Unified: Establishing a Special Olympics College Club through Classroom Instruction
Unified Sports is a program through the Special Olympics in which athletes with Intellectual Disabilities (ID) have the opportunity to play sports and socialize with students who do not have an ID (Zhang et al., 2022). Introduced in 1988, Unified Sports is either embedded within a high school or university environment and is typically student led (Townsend & Hassall, 2007). However, there can be many challenges with the initial creation of a Unified Sports program as well as how to keep it sustainable for future generations of students, to have the opportunity to actively be involved in the student club (Hassan et al., 2012). This manuscript employed an autoethnography in which the primary author used self-reflection to focus on how Sport Management professors can create an experience within their classroom to facilitate the formation of a Unified Special Olympics College Club (Ellis et al., 2011). In addition to the primary author’s self-reflection, the autoethnography incorporated an interview with a Special Olympics representative to better understand how to implement a Unified sports program on a college campus. This research focused on experiential learning and showcased how Sport Management faculty can work with a non-profit organization to build an inclusive and diverse experience through education, collaboration, and community outreach. This research serves as a guide for future Sport Management programs looking to build partnerships with a non-profit entity and establishes the Unified Model for a Sport Event Management Course (UMSEMC) to help Sport Management instructors hoping to partner with the Special Olympics.
Copyright (c) 2023 B. N. Butler, Neil Duchac https://creativecommons.org/licenses/by-nc-sa/4.0
Thank You from the Management and Production Team!
On behalf of the current managing/production editorial team, we want to thank all those who have supported the work in JIPE.
Copyright (c) 2022 Dr. Mason https://creativecommons.org/licenses/by-nc-sa/4.0
A Literature Review of Academic Enabling Behaviors of Students with an Intellectual Disability in Inclusive Postsecondary Education Programs
Although there is research demonstrating benefits of inclusive postsecondary education (IPSE) programs for students with intellectual disabilities (ID), much less is known about IPSE students’ classroom-related, non-academic thoughts, attitudes, and behaviors, sometimes referred to as academic enabling behaviors, including interpersonal skills, motivation, academic engagement, and study skills. The purpose of this paper is to present results of a literature review examining the academic enabling behaviors of students with an ID who participate in IPSE programs. Findings suggest that academic enabling behaviors are important, peer mentors are vital, and interventions to support the development of academic enabling behaviors are potentially effective.
Copyright (c) 2023 Katherine McLendon, Andrew Roach, Daniel Crimmins https://creativecommons.org/licenses/by-nc-sa/4.0
A Delphi Study to Confirm Essential Components and Activities of Inclusive College-Based Transition Services
College-based transition services are a model of transition services offered in college or university settings for students with intellectual and developmental disabilities (IDD) who receive transition services after age 18. This method of transition service has existed in some form for over three decades. However, little guidance is available on the composition or structure of these college-based transition programs. We conducted a Delphi study with a group of national experts to identify and confirm the essential key components and activities of providing inclusive, college-based transition services. The study identified eight components, including 1) community-based transition services; 2) student's self-determination and self-advocacy; 3) family engagement and partnerships; 4) advising, course of study, and enrollment; 5) student support for college success; 6) staff development; 7) integrated paid employment; and 8) evaluation. We provide implications for research and practice.
Copyright (c) 2023 Meg Grigal, Maria Paiewonsky, Tess Anselm https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusive Postsecondary Education Provider Perspectives of Stressful Situations for College Students with an Intellectual Disability
Students with intellectual disability are increasingly attending inclusive postsecondary education programs (IPSEs) to equip them to thrive in adult-life environments. Students within these programs receive training and support in various areas, such as academics, employment, social engagement, personal development, and independent living. Although students may not receive specific training on dealing with stressors or stressful situations, it is assumed that these college students encounter new and unique stressful situations during their time on campus. Stress can be caused by many circumstances and can be handled differently depending on the student and the situation. The purpose of this study was to examine IPSE professionals’ perceptions of the most severe and persistent stressful situations encountered by students participating in IPSE programs. The findings gleaned from this study offer four interrelated themes, all of which are related to relationships and communication. These findings along with implications for practice are discussed.
Copyright (c) 2022 Anthony J. Plotner, Adrianna Shoemaker, Charlie Walters, Molly Bloom, Abigail Mojica https://creativecommons.org/licenses/by-nc-sa/4.0
A Nominal Group Technique Study Identifying Evidence-Based and Promising Practices: Taxonomy for Postsecondary Comprehensive Transition Programs
As more institutions of higher education offer comprehensive transition and postsecondary programs for students with intellectual disabilities, a systematic process for strategically planning their postsecondary programs is needed. Guiding principles and an organizational taxonomy are available for program development. However, a mechanism that combines existing literature and research to specifically address program development for students with intellectual disabilities is missing. A nominal group technique approach identified strategies and practices to frame existing categories from a well-researched postsecondary taxonomy. How those categories were incorporated into a planning tool used to assist institutions in developing comprehensive transition and postsecondary programs is presented. Keywords: postsecondary education; strategic planning; intellectual disability; comprehensive transition and postsecondary programs
Copyright (c) 2023 Dr. Kohler, Dr. Gothberg, Dr. Andrews, Mrs. Mahon, Dr. Seabrooks-Blackmore https://creativecommons.org/licenses/by-nc-sa/4.0
Benefits of a Weeklong Summer Academy to Prepare Students with Intellectual Disabilities for College
College options for students with intellectual disabilities continue to grow. However, there is a gap among students and families about available college opportunities. This study provides evidence of a weeklong summer academy that bridges the gap between high school and college. Results showed the summer academy increased participants' awareness of college. Researchers provide an analysis of student perceptions of the benefits of college and the social aspects of college.
Copyright (c) 2023 Misty Parsley, Halle King, Andrea Pewitt, Lisa Ruble https://creativecommons.org/licenses/by-nc-sa/4.0
Lessons Learned from Group Counseling with Young Adults with Intellectual Disabilities Enrolled in a Comprehensive Transition Program
The purpose of this practice article is to describe group counseling conducted with young adults with intellectual disability enrolled in a comprehensive transition program at a university in the Southern United States. There are very few guidelines available for counselors working with young adults with intellectual disabilities. The aim of this article is to describe the tools and techniques used when running these groups to assist other counselors in their efforts. Implications for practice are presented, as well as recommendations for future research with this population.
Copyright (c) 2022 Julie C. Hill, Elena R. Wisniewski, Betty S. Patten https://creativecommons.org/licenses/by-nc-sa/4.0
Employers’ Perspectives on Ohio’s Postsecondary Programs for Students with Intellectual and Developmental Disabilities
As postsecondary programs grow for students with intellectual and developmental disabilities (SwIDD), there is an increased focus on program evaluation and effectiveness, specifically related to impact on employment outcomes. Ohio’s Statewide Consortium (OSC) of postsecondary programs for individuals with intellectual and developmental disabilities interviewed seventeen current employer partners to determine to what degree they perceive OSC programs demonstrate quality indicators, as outlined in the eight Think College Standards for Inclusive Higher Education (TCSIHE). Results indicate OSC programs are providing high-quality, positive work-based learning experiences for SwIDD and their employer partners that align to TCSIHE. Key components of quality partnerships are highlighted as well as aspects of work-based learning experiences critical to skill development for SwIDD, and barriers to post-graduation employment outcomes.
Copyright (c) 2022 Diane Weinbrandt, Amy Shuman, Shannon Ott, Makenna Riter-Rowland, Eric Anderson, Andrew Buck, Jessie Green, Margo Izzo, Savannah Stark https://creativecommons.org/licenses/by-nc-sa/4.0
What’s in a Name? Analysis and Reflections on Naming of Postsecondary Education Programs for Students with Intellectual Disability
Postsecondary education programs for students with intellectual disability have a variety of names. The name of a program sets the tone for families and students, and other stakeholders, of what to expect from that program. We sought to address a lack of guidance on considerations for naming a postsecondary education program for students with intellectual disability by first analyzing the names of existing programs for common words and themes. Using data from the Think College programs directory, we coded the words and themes in 310 program names. We found that acronym was the most common theme, present in 40% of all program names, and that there were some differences in the names of programs at two-year vs. four-year institutions. Based on this analysis, we offer reflections and suggestions for future practice and research.
Copyright (c) 2022 Clare Papay, Belkis Choiseul-Praslin, Cate Weir https://creativecommons.org/licenses/by-nc-sa/4.0
Postsecondary Training and Performance Feedback: Effect on Peer Mentor Fidelity and Behavior of a Student with Multiple Disabilities
Postsecondary education students with intellectual and multiple disabilities are often supported by same-aged peer mentors. A single-subject multiple baseline design was used to examine the relationship between training with and without performance feedback and a peer mentor’s fidelity of implementing a student’s function-based intervention plan across settings. Further, the relationship between peer mentor fidelity and a student’s on-task behavior was explored. The peer mentor’s fidelity immediately improved in all settings after being trained but required performance feedback to improve further. There was a functional relation between the peer mentor’s fidelity and the student’s behavior in two of the three settings.
Copyright (c) 2022 Kirsten Lansey, Shirin Antia, Stephanie MacFarland, Chelsea Carr https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Development of an Inclusive Postsecondary Education Program for Diverse Students with Intellectual Disabilities through a Virtual Community Conversation
Inclusive postsecondary education (PSE) programs at institutes of higher education offer a variety of benefits to students with intellectual disabilities (ID). Although the number of these programs has grown in recent years, many students – particularly those from diverse backgrounds — remain underserved. This study investigated the perceptions of campus and community members from a large, diverse, urban city on the inclusion of students with intellectual disabilities at their local public university. Using a virtual format, a community conversation was held to explore stakeholders’ visions for including students with ID at the university, actionable steps for inclusion, and participants’ potential personal contributions to inclusive higher education. Results indicated there is community interest and support for developing an affordable PSE program centered on the individual needs and interests of young adults with ID.
Copyright (c) 2022 Kelli Sanderson, Kristin Powers, Maria Virginia Cornejo Guevara https://creativecommons.org/licenses/by-nc-sa/4.0
Addressing Alcohol Awareness with College Students with Intellectual Disability
As a growing number of colleges and universities establish inclusive postsecondary education (ISPE) programs for students with intellectual disability, new questions arise about how to best to support their full participation all aspects of campus life. One issue that has received limited attention in the literature is alcohol use among young adults with intellectual disability. This qualitative study explored how seven inclusive higher education programs addressed alcohol education and the complexities of this important endeavor. Individual interviews with program staff identified a diversity of program policies, addressed how programs are addressing alcohol education, and revealed myriad challenges in doing this well. We offer practical recommendations for inclusive higher education programs and suggest areas for future research.
Copyright (c) 2022 Madelaine A. Ferrell, Erik Carter https://creativecommons.org/licenses/by-nc-sa/4.0
A Comparison of Student Attitudes on Inclusive Post-Secondary Education at Two Mid-Atlantic Universities
Inclusive post-secondary education (IPSE) programs for students with intellectual disability are growing rapidly, yet demand still outweighs the availability of programs. To increase the success and sustainability of IPSE, universities must understand stakeholders’ perceptions of inclusion. The Perspectives of Diversity and Inclusion Survey was administered to students at two universities -- a pilot IPSE campus and an existing IPSE campus. Students held largely favorable perceptions of IPSE. Differences in perceptions were evidenced in students’ practices of inclusion, willingness to be peer mentors and receptiveness for inclusion training. Considerations for enhanced training on IPSE campuses and recommendations for future research are provided.
Copyright (c) 2022 Meghan Blaskowitz, Alia Pustorino-Clevenger, Ann Marie Licata, McKenna Killion, Olivia Borovich, Catherine Becker, Emma Naegler, Paul Scott https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Employee Handbook Comprehension for College Students with Intellectual Disability
Independent access to text is important to employment and critical for postsecondary success; however, literacy deficits make access to text challenging for individuals with intellectual disabilities. Limited access to employment policies and procedures leaves individuals at a disadvantage. This study examines the text comprehension of employee policies and procedures for four college students with ID through a universally designed employee handbook, graphic organizers, and systematic instruction. Results indicate that participants improved in text comprehension and independent navigation of accessibility functions in iPads®, an important skill in a technology-based culture. Recommendations and implications for practice and further research are also discussed.
Copyright (c) 2022 Stephanie Devine, Joshua N. Baker, Cori M. More, Joseph John Morgan https://creativecommons.org/licenses/by-nc-sa/4.0
Why Plain Language? Linguistic Accessibility in Inclusive Higher Education
Plain language writing is clear, succinct, and jargon-free, and is organized in a way that facilitates understanding. It is a reader-centered way of writing, with the end goal of readers being able to access, comprehend, and utilize information. Like Universal Design, plain language writing benefits all readers while ensuring crucial access for some.
Copyright (c) 2021 Beth Myers, Teukie Martin https://creativecommons.org/licenses/by-nc-sa/4.0
Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education
Using a three-round Delphi survey, researchers explored parent perspectives regarding the personal competencies students with intellectual disabilities (ID) needed to be better prepared for participation in an Inclusive Postsecondary Education program (IPSE). An expert panel comprised of parents of students with ID in IPSE programs participated. Three Delphi rounds consisted of open-ended questions and cycles of subsequent rating scales on identified perspectives to establish a quantitative basis for consensus. The parent panel reached consensus on a list of 30 personal competencies that support student preparation for IPSE. A description of the methodology, results, and implications for practice are discussed.
Copyright (c) 2021 Jefferson Sheen, Ty Aller, Robert Morgan, Kayla Currier Kipping https://creativecommons.org/licenses/by-nc-sa/4.0
Designing and Implementing PSE Opportunities for Students with ID: An Illustration of Quality, Access, and Inclusion
The college experience described in this paper created normative opportunities for exploration and development on a university campus for students with intellectual disabilities (ID). This project was one of 27 Transition and Post-secondary Programs for Students with Intellectual Disability (TPSID) projects to receive a five-year grant in 2010 from the Office of Postsecondary Education (U.S. Department of Education). The purpose of this case study article was to describe the process for meeting criteria for TPSID funding and subsequent university approval. A major question addressed the design features that support the achievement of academic, career, and independent living goals through an experience that matches that of degree seeking students and meets requirements of a Comprehensive Postsecondary Transition Program (CTP). The second question addressed project implementation issues requiring resolution to achieve sustainability and university program approval. In other words, the history of project implementation and policy development was provided with an assessment of the degree and manner with which TPSID grant goals and university approval were met. The major implication is the importance of the integration of policy and research at all levels of the university to inform practice. This may provide a structured framework for programs pursuing sustainability and institutional commitment.
Copyright (c) 2021 Robert Flexer, Robert Baer, Rachel McMahan Queen https://creativecommons.org/licenses/by-nc-sa/4.0
Using Covert Audio Coaching to Teach “Small Talk” to a College Student with Intellectual and Developmental Disabilities
Individuals with intellectual and developmental disabilities (IDD) frequently have challenges engaging in social and communication skills due to lack of availability and safe opportunities to practice these skills. The ability to successfully engage in “small talk,” or simple social conversational exchanges, can be beneficial in educational, professional, and social environments. Covert audio coaching (CAC) has been used to teach skills to individuals with IDD, but only a few studies have investigated CAC to teach social skills. In this study, a withdrawal design was used to examine the impact of CAC to teach a young woman with IDD to engage in small talk with a confederate on a university campus. Results demonstrated a functional relation between CAC and the student’s on-topic small talk conversational exchanges. Implications and future research are discussed.
Copyright (c) 2021 Kelly Kearney, Michael Brady, Kyle Bennett, Brianna Joseph, Charles Dukes https://creativecommons.org/licenses/by-nc-sa/4.0
Mental Health Needs for Students Enrolled in Inclusive Postsecondary Education Programs
As students with intellectual disabilities (SWID) are increasingly attending inclusive postsecondary education (IPSE) programs, their specific needs and barriers to success must be assessed and addressed. Additionally, mental health (MH) conditions are common in college age students, this remains true for SWID enrolled in IPSE programs. This study surveyed 33 IPSE program directors nationwide regarding the MH needs of SWID enrolled in their programs. Survey results concluded that the majority of IPSE program directors reported having experienced students having MH concerns while enrolled in an IPSE program. The most frequently observed MH concerns were noted to be anxiety and depression. Barriers to MH services for SWID in IPSE programs included lack of competent MH professionals on campus, long wait times, and IPSE students not being eligible for campus-based MH services.
Copyright (c) 2021 Michelle Lizotte, Elizabeth Dimond , Trenton J. Landon , Michael Gerald, Sue Reeves https://creativecommons.org/licenses/by-nc-sa/4.0
“More dynamic, more engaged”: Faculty perspectives on instructing students with intellectual disability in inclusive courses
The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with ID. As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at 7 colleges and universities across the U.S. to solicit their perspectives on a) the benefits and challenges of instructing students with ID, and b) what they need to provide the best instructional experiences. This paper summarizes the study findings and offers implications for practice and research.
Copyright (c) 2021 Allison Taylor, Daria Domin, Clare Papay, Meg Grigal https://creativecommons.org/licenses/by-nc-sa/4.0
Efficacy of Video Prompting Using Mobile Technology to Teach Employment Tasks to Individuals with Intellectual Disability
Abstract Individuals with intellectual disability (ID) often experience a combination of both intellectual and adaptive functioning deficits which negatively impact their ability to obtain and maintain competitive employment. Fortunately, research has shown that assistive technology, and particularly video prompting, helps support employment for individuals with ID. This single case multiple probe study investigated the efficacy of a highly customizable task analysis smartphone application in assisting three young adults with ID complete common work-related office tasks. Findings indicate all three participants demonstrated very large effect size gains in completing three unique office-related tasks once provided with the Task Analysis app. Keywords: intellectual disability, assistive technology, employment, video prompting, mobile technology
Copyright (c) 2021 Sharon, Jordan, Daniel, Alex, Joe https://creativecommons.org/licenses/by-nc-sa/4.0
Direct Instructions to Teach Students in a Comprehensive Transition Program how to Utilize Text-to-Speech Software Effectively
This study evaluated how students enrolled in a comprehensive post-secondary transition program learned how to use text-to-speech (TTS) software to read higher-level written text. Using a pre- and post-test research design, researchers examined whether direct instruction effectively taught students to use a TTS program. We used third and sixth-grade easyCBM passages and corresponding reading comprehension measures to evaluate students' use of the TTS software and determine if TTS increased reading comprehension. Findings suggest that the use of direct instruction can facilitate the use of assistive technology and TTS readers. Implications for further research, practice, and policy are discussed.
Copyright (c) 2021 Lauren P. Bruno, Mary Ball, Erica Kaldenberg, Patricia Bahr, Jordan Willits https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusive Higher Education in the Time of COVID-19
Copyright (c) 2020 Beth A. Myers; Clare Papay
Tracking Network Growth of Students with Intellectual Disabilities (ID) and Understanding the Challenges, Expectations, and Realizations of Families in a Postsecondary Program
Social Network Analysis is used to track the growth of students’ network in a PSE from their perspective and their parents’ perspective. Analysis from both perspectives found that while there was an increase in network size and a shift from family-centered networks to more peer centered networks, there was a decrease in density as participants formed distinct clusters in their network, an indication that network characteristics vary geographically based on the level of opportunities available. This mixed-methods study revealed individual and programmatic implications for helping students develop their social networks to increase social capital and improve employment outcomes.
Copyright (c) 2021 PATRICIA SPENCER, James P. Van Haneghan, Abigail Baxter, Alexandra Chanto-Wetter, Lindsey Meyer https://creativecommons.org/licenses/by-nc-sa/4.0
Leveraging Campus Collaboration to Promote Sustainable, Inclusive Writing Support for All Students
Over the past 50 years, postsecondary institutions have increasingly established support services to mitigate barriers in order to make academia more accessible for a growing population of individuals with disabilities. One area receiving increased focus of such programs is in developing effective literacy and writing skills. Effective literacy and writing interventions have been developed and trialed for college students with intellectual disability, but the interventions require time and resources that may not be available to postsecondary education programs and only impacts discrete groups of learners. This practice brief describes a more ecological approach to writing development by building or strengthening campus partnerships and reimagining the application of existing resources. By combining expertise and approaches to intervention common in disability services offices, campus writing centers and postsecondary education programs, campuses can develop sustainable and inclusive approaches for addressing a range of support useful for college students to develop as writers.
Copyright (c) 2020 Seb Prohn, Trey Hall, Ian Kunkes, Brian McTague, Chelsea Russell
Teaching College Students with Intellectual Disability: Faculty Experiences with Inclusive Higher Education
New opportunities for postsecondary education have emerged for young adults with intellectual disability. As a growing number of institutions establish inclusive higher education programs, it is important to understand the experiences of faculty who welcome students with intellectual disability into their courses. This qualitative study explored the views of 23 university professors who had recent experience teaching students with intellectual disability. Focus group interviews addressed the roles of faculty within inclusive classrooms, the strategies they found helpful, and the issues they found challenging. We offer recommendations for supporting faculty in this new endeavor and suggest areas for future research.
Copyright (c) 2021 Cassandra Hall, Lauren McCabe, Erik Carter, Evon Lee, Ph.D., Lauren Bethune-Dix https://creativecommons.org/licenses/by-nc-sa/4.0
Perceptions of High School and College Students with Autism related to their Obstacles and Strategies to Academic Success
Despite an increasing number of young adults with autism pursuing postsecondary education, limited research has been devoted to high-functioning students with autism transitioning to college and currently attending postsecondary education. This preliminary study surveyed 109 high school and undergraduate students with high-functioning autism. Participants were asked about their perceptions regarding their compensatory strategies, everyday hindrances, areas of perceived strength, and areas of academic and career interest. Results of this study add to the existing literature by revealing significant differences between responses for high school and postsecondary students. Additional significant differences are noted between male and female respondents.
Copyright (c) 2021 Gary E. Schaffer, Shahrokh. M. Shafaie, Anthony J. Faber https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Inclusion of College Students with IDD in Campus Recreation and Sports Through the Lens of IPSE Programs’ Organizational Level Stakeholders
Participation in recreation and sports can produce health benefits for all college students and open pathways to inclusion for individuals with intellectual and/or developmental disabilities (IDD). Despite the growing number of college students with IDD on over 260 college campuses across the United States, there is a dearth of literature exploring their inclusion within campus recreation and sports. This study examined how organizational culture of campus recreation and sports departments and inclusive postsecondary education (IPSE) programs support and inhibit inclusion of college students with IDD, along with placements of IPSE programs on an academic-specific and broader continuum of inclusion.
Stuart J. Schleien, Ph.D., LRT/CTRS, CPRP
Toward an Inclusive Definition of College Student Development
Inclusive Post-Secondary Education Programs (IPSE) have emerged as opportunities for young adults with intellectual and developmental disabilities to experience college life and prepare for independent living and integrated employment. However, to date there is no standard definition for what defines a successful IPSE experience. This manuscript will provide a framework on how programs can conceptualize success for their students, grounded in Student Development Theory and Social Role Valorization. Using this framework as a guide, IPSE stakeholders can ensure the experience is valuable for each participant to develop a unique identity and purpose, while establishing meaningful reciprocal relationships.
Copyright (c) 2020 Shailen Singh, Carly Gilson
The potential promise of Inclusive Postsecondary Education
Exploring the Use of an Occupational Interests Card Sort with Youth with Intellectual Disability: A Preliminary Study
Transition planning is the foundation for addressing post-secondary goals leading to improved outcomes. Transition assessments guide the transition planning process. Given the importance of transition assessment results, practitioners need access to measures supporting the active involvement of youth with intellectual disability. One such method is the occupational interests card sort. This study investigated the use of an occupational interests card sort with youth with intellectual disability, assessing its impact on their career decision self-efficacy. Results indicated that the occupational interests card sort influenced young adults’ ability to select career goals, as well as identify career themes beyond occupational interests.
A Post Program Survey of Graduates from a College-Based Program for Students with Intellectual Disabilities
This study describes the outcomes of a four-year college-based certificate program for young adults with intellectual disabilities. This study considers outcomes in the traditional areas of transition to adult life (academic, employment, independent living outcomes), as well as the overall impact of the program in the areas of human development (ie. social-emotional growth) or maturity toward adulthood. Finding from surveys completed by 51 graduates of this program indicated that through this program, graduates increased confidence and skills necessary for independent living, employment, and securing age-appropriate social relationships. Results also highlighted areas for continued support post-graduation in the area of employment and independent living to address known obstacles in these areas for adults with intellectual disabilities.
Copyright (c) 2020 Jerry G. Petroff, Nadya Pancsofar, Marcia Schleppy, Bryana DeMonte
Building Inclusive Communities Through Peer Mentoring: A Tool for Change
Qualitative research was conducted to unearth the personal and professional impact on peer mentors who volunteer to support students with ID in an inclusive postsecondary program. 344 written reflections provided by 85 peer mentors over a ten-year period were analyzed using Grounded Theory. Results focus on three categories, including 1) Professional Learning; 2) Intrapersonal Learning; and 3) Broadening Friendship Networks. A fourth category, Challenging [dis]ability, demonstrated an impact of the peer mentoring experience that extended beyond personal and professional benefits gained by peer mentors, with implications for altering societal views of individuals with disabilities, recognizing abilities over disabilities.
Copyright (c) 2020 Melissa Jones, Katie Budke, Olivia Brown, Rebecca Caldwell, Courtney Claybern, Rose Jacobs, Mandi Robinson
University Faculty Attitudes and Actions toward Universal Design: A Literature Review
The purpose of this literature review was to examine postsecondary education (PSE) facultyâs attitudes toward and applications of universal design (UD) in their classes. After a comprehensive searching and screening process, we identified 14 studies that met the inclusion criteria. Results of the review revealed factors that influenced facultyâs attitudes toward and applications of UD. Some of the studies showed a gap between having a positive attitude toward UD and the actual applications of it. Findings of the review seem to suggest that certain training activities would help develop facultyâs interest and competencies for applying UD in their classes. This review also provided discussions and implications of applying UD in PSE settings.
The Journal of Inclusive Postsecondary Education was created to fill the dearth of publication outlets for research in inclusive postsecondary education (IPSE). To better evaluate the types of articles published, and the journals publishing this work, a trend evaluation was conducted. Research syntheses, such as literature reviews and meta-analyses, are commonly employed to aggregate findings across studies of a similar intervention or target behavior. This allows researchers to evaluate the effectiveness of the interventions. Another type of analysis that can help researchers evaluate research within a specific field is the trend analysis. Rather than evaluating the efficacy of a specific educational practice, journal articles are reviewed to discover trends in research. Within a relatively new field such as IPSE, this type of review serves to explore articles published and to discover gaps in the quantity or quality of researc.
Let's Talk about Health: Engaging College Students with Intellectual and/or Developmental Disabilities and Support Staff in Conversations about Health and Wellness Needs
This study explored the health experiences and health promotion needs of college students with intellectual and/or developmental disabilities (IDD) through individual interviews with current college seniors (n = 5) and recent college graduates (n = 3) with IDD, and support staff (n = 9) within a Southeastern universityâs inclusive postsecondary education (IPSE) program. Interviews with college seniors and recent graduates with IDD involved photo elicitation and a que-sorting exercise. Interviews with IPSE program staff involved reactions to the que-sorting results of the interviewees with IDD. Thematic findings from current college seniors/recent college graduates with IDD and IPSE program staff are discussed.
"Avenue and Access to Participate": Constructing Inclusive Higher Education for Students with Intellectual and Developmental Disabilities
The rapid growth of postsecondary education programs necessitates a comprehensive framework to define and evaluate inclusion on each campus. This study utilized a naturalistic paradigm on a large, public university during a new programâs development. We conducted focus groups with students and faculty members to solicit perspectives regarding their (a) definition of inclusion, (b) willingness to welcome students with intellectual and developmental disabilities, (c) vision for how to construct an inclusive program, and (d) recommendations for resources and training. We offer recommendations for program development and involving the voices of campus stakeholders.
Curriculum-Based Measurement for Written Expression with Postsecondary Students with Intellectual and Developmental Disabilities
The purpose of this study was to replicate, and extend, previous research using curriculum-based measurement for written expression (CBM-WE) with 22 postsecondary students with intellectual and developmental disabilities from a large Midwestern university. Students were administered three CBM-WE passages and the Woodcock- Johnson Tests of Academic Achievement: Third Edition (WJIII) Broad Written Language cluster. CBM-WE passages were scored using a variety of metrics, some previously unexamined with this population. Results suggest the relation between previously examined metrics and the WJIII may be stronger than initially found. Metrics not previously examined demonstrated similar promise as when used with non-elementary age students.
Comprehensive Review of the Literature to Teach Campus Navigation to Young Adults with Intellectual and Developmental Disabilities
Young adults with intellectual and developmental disabilities (I/DD) experience unique challenges as they transition to living and learning on a college campus, including independent campus navigation. The purpose of this study was to present the results of a comprehensive literature review of interventions designed to improve campus navigation among young adults with I/DD. A second purpose of this review is to present the practical considerations of the interventions to support informed instructional decisions among practitioners.
Inclusive postsecondary education (IPSE) programs can provide young adults with IDD opportunities for training and experiences in continuing academic instruction, transition goals, independent living as well as employment. Parent readiness is an important aspect of having young adults embrace their increasing independence. While the prospective student must be ready to attend the institution, understanding the âreadinessâ of parents will help to guide the development of additional parent related materials to help them with the transition process. It was with this intent that the Graff Parent Readiness Scales (GPRS) were developed. The purpose of this study is to conduct an exploratory factor analysis on the GPRS in order to establish construct validity of the instrument. Results showed the six factor solution. The implications for IPSE programs is clear that by addressing parental concerns and forging an alliance with the institution students with IDD will have greater success.
Student Perspectives on Peer Mentoring in an Inclusive Postsecondary Education Context
Abstract This qualitative study investigates the experiences of students with intellectual disability with peer mentors at a large Midwestern inclusive postsecondary education program (IPSE). Participants were students with intellectual disability and peer mentors associated with the IPSE. Students with intellectual disability are valued as partners in developing and sustaining peer mentor supports and their perspectives are emphasized in this study. Data analysis reveals similarities and differences between the students with intellectual disability and peer mentors in their perceptions of friendship, college life, and support needs. Amount of time spent in the program also emerged as a factor in student and peer perceptions of peer mentoring. Students described various activities and peer mentor qualities that supported their academic success as well as the development of positive, trusting relationships. Implications for research and practice are discussed, including suggestions for peer mentor training and ongoing supports that foster their personal growth toward inclusive mindsets. key words: peer mentoring, postsecondary education, inclusive education, intellectual disability
The Use of Smart Technology on Improving Time Management of College Students with Intellectual/Developmental Disability
The purpose of this study was to examine the use of smart technology (i.e., Apple iPhone and Fitbit Smartwatch) on time management skill acquisition of students with intellectual/developmental disabilities who attend college. A single-subject multiple probe design was used to examine the use of the Model-Lead-Test strategy on three studentâs ability to set alarms based on his or her daily schedule and then leave for class on time. Results show that all students were able to acquire the skills needed to independently set the alarms in a brief amount of time. A description of the methodology, task analysis, and results are provided.
Addressing the Policy Tangle: Students with Intellectual Disability and the Path to Postsecondary Education, Employment and Community Living
This report examines issues regarding needed alignment of services and collaboration among agencies and institutions of higher education (IHEs) to achieve the goal of supporting youth with intellectual disability (ID) to obtain increased academic learning, independent living, and competitive integrated employment through participation in postsecondary education. The report identifies and recommends addressing barriers to student participation in higher education programs for students with intellectual disability that are the result of a lack of alignment in the implementation of the Higher Education Opportunity Act of 2008 (HEOA), the Individuals with Disabilities Education Act (IDEA), and the Workforce Innovation Opportunity Act (WIOA). These statutes were expressly designed by Congress to improve education, postsecondary education, transition and employment outcomes for students with disabilities. Despite language in the preamble of the IDEA 2004 regulations clarifying that IDEA funds may be used to support such students, and language in the WIOA regulatory preamble clarifying that vocational rehabilitation (VR) funds may be used to support students in these programs, subsequent guidance or interpretations of guidance are leading to the denial of special education and VR services for many students in postsecondary education programs. Denying these students the funding and supports intended by Congress is doing real harm to their opportunities to receive an education, become employed, and become as independent as possible. These are implementation issues that need to be addressed through guidance. Regulatory and statutory changes are not needed. In fact, the Inclusive Higher Education Committee (IHEC) opposes recent efforts to open up the WIOA regulations for reconsideration. IHEC recommends that the U.S. Department of Education (the Department) issue new guidance clarifying that IDEA and VR funds may be used to support students with intellectual disability in postsecondary education. This report addresses this need in three parts below.
Literacy Interventions for Young Adults with Intellectual and Developmental Disabilities in the Inclusive Postsecondary Education Settings
Many students with intellectual and developmental disabilities (IDD) enrolled in postsecondary education do not derive full benefits of attending college because of their limited academic skills. This review summarizes a series of experimental studies that investigated the effects of interventions that targeted reading and writing skills for young adults with IDD enrolled in an authentic postsecondary education setting. Results of the review suggest that young adults with IDD can benefit from explicit instruction and cognitive strategy instruction. Effective academic intervention should be adaptive to the diverse learning needs of the students while providing a scaffold that supports their motivation and their persistence.
Postsecondary and Employment Expectations of Families and Students with Intellectual Disability
A survey was administered to assess overall expectations of administrators, teachers, families, and students with mild, moderate, and severe intellectual disabilities (ID) ranging in age from 14 to 21. Survey questions assessed expectations regarding paid jobs after school, wages, obtaining a regular high school diploma, getting a driverâs license, living away from home, and attending postsecondary education. The survey was completed online or returned by mail. A total of 2,015 surveys were sent to four school districts with a 33.6% (n=677) response rate. This survey analysis focused more specifically on student and family expectations. Major findings indicated student expectations were higher than family expectations especially in postsecondary education.
Supporting the Sexual Health of College Students with IDD: A Call for Trainings for Inclusive Postsecondary Education Program Staff
The purpose of this study was to examine the sexual health needs, beliefs, and access to resources for support staff of students with intellectual and/or developmental disabilities (IDD) in a postsecondary education (PSE) program. Sixteen support staff from a PSE program in the Southeast United States were recruited. Online surveys containing open-ended and Likert scale items were administered. Staff reported that students had limited sexual health knowledge and were uncomfortable discussing their sexual health. Majority of the staff had not attended any sexual health trainings. PSE programs lack the necessary sexual health policies for staff to effectively address studentsâ sexual health questions.