THE INCLUSIVE UNIVERSITY: STUDENTS WITH INTELLECTUAL DISABILITIES

This section is specific to students with intellectual disabilities and access to and utilization of postsecondary educational opportunities. Also included are interrelated resources including parent perspectives, information on legislation specific to students with intellectual disabilities, and many others.

Association of University Centers on Disabilities (AUCD). (2008, September 11). Disability provisions in the Higher Education Opportunity Act. Silver Spring, MD: UCEDD Resource Center, AUCD. Retrieved from: http://www.aucd.org/docs/policy/AUCD_Higher_Education_Oppt_Webinar.pdf.

The Higher Education Opportunity Act (HEOA) of 2008 was signed into law on August 14, 2008. This is the first reauthorization in nearly a decade of important legislation covering federal student aid and major postsecondary education initiatives in the United States. The reauthorization contains new and revised provisions that will significantly improve postsecondary opportunities and supports for students with disabilities, including students with intellectual disabilities. In addition, there are also key provisions to improve preparation of teachers and professionals in K-12 education. The materials from this webinar provides an overview of these disability provisions and information concerning next steps on appropriations and implementation.

Behling, K., Weir, C., & Jorgensen, C. (2006). Equity and excellence in higher education-reflective practice implementation guide: A tool for college faculty. Durham, NH: Institute on Disabilities.

The Reflective Practice Implementation Guide is a comprehensive resource for postsecondary education institutions interested in furthering their faculty’s professional development through the use of reflective practice. The tools in this binder were developed for college faculty to provide their colleagues with an introduction to reflective practice. It provides suggestions about how to implement reflective practice groups on college campuses. This guide also contains information about the concept of reflective practice and specific protocols that can be adapted for use by any faculty group interested in improving their teaching to benefit all students.

Griffin, M. M., McMillan, E. D., & Hodapp, R. M. (2010). Family perspectives on post-secondary education for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 339–346.

This study investigated the issues that families consider when making decisions regarding postsecondary education (PSE) for young adults with intellectual disabilities. Survey respondents were 108 family members of transition-aged students with intellectual disabilities. Although respondents were generally positive about PSE programs, they reported that educators’ attitudes were less supportive. Respondents identified many barriers that prevent their understanding of PSE options, but a lack of information and guidance was the barrier cited by the most respondents. When considering PSE options, respondents were most concerned about student safety, and they considered a focus on employment to be the most important program component. Continued research is needed to investigate the factors critical in developing successful PSE programs for students with intellectual disabilities.

Grigal, M., Dwyre, A., & Davis, H. (2006, December). Transition services for students aged 18-21 with intellectual disabilities in college and community settings: Models and implications of success. Information Brief, 5(5). Minneapolis: National Center on Secondary Education and Transition, University of Minnesota. Retrieved from: http://www.ncset.org/publications/info/NCSETInfoBrief_5.5.pdf.

“This brief provides an overview of some successful models of transition services being implemented in postsecondary settings, describes one such model implemented by the Baltimore City Public School System in three local colleges, and presents some of the implications and strategies for success of this model” (p. 1).

Grigal, M., & Hart, D. (2010). Think college! Postsecondary education options for students with intellectual disabilities. Baltimore: Paul H. Brookes Publishing Co.

As the Higher Education Opportunity Act opens the door to more options and supports, more and more students with intellectual disabilities are “thinking college.” That means high schools, colleges, and universities must be fully prepared to meet the needs of students with disabilities—and this comprehensive resource is just what they need. Developed by two of the most respected experts on this hot topic, this book uncovers the big picture of today’s postsecondary options and reveals how to support students with disabilities before, during, and after a successful transition to college.

Grigal, M., Hart, D., & Migliore, A. (2011, May). Comparing the transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34(1), 4-17.

This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside agencies during transition planning, participation of other agencies/organizations in transition planning (e.g., vocational rehabilitation and higher education representatives), and students’ postsecondary education and employment outcomes. Students with ID were less likely to have postsecondary education or competitive employment goals and outcomes and more likely to have sheltered and supported employment goals and outcomes compared to students with other disabilities. Contacts with and participation of external professionals in IEP/Transition Plan meetings also differed between the two groups of students.

Grigal, M., & Hart, D. (Eds.). (2012, December). Post-Secondary Education and Young Adults with Intellectual Disabilities [Special Issue]. Journal of Policy and Practice in Intellectual Disabilities, 9(4).

“The existence of a special issue of the Journal of Policy and Practice on Intellectual Disabilities focusing on postsecondary education for individuals with intellectual disabilities demonstrates that there are increasing expectations that people with an intellectual disability can and should be given the choice of going to college. And similar to other groups of young people who have gone to college, their path toward college and the outcomes that they seek and achieve from college will vary considerably” (p. 221).

Articles in this special issue include:

  • The Power of Expectations
  • A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States
  • Attitudes Toward Including Students With Intellectual Disabilities at College
  • An Investigation of Attitude Change in Inclusive College Classes Including Young Adults With an Intellectual Disability
  • Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes
  • Implementing Inclusion and Collaborative Teaming in a Model Program of Postsecondary Education for Young Adults With Intellectual Disabilities
  • Creating Effective Mentoring Partnerships for Students With Intellectual Disabilities on Campus
  • Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education
  • One State’s Initiative to Increase Access to Higher Education for People With Intellectual Disabilities
  • Inclusive Postsecondary Education—An Evidence-Based Moral Imperative

 

Hafner, D., Moffatt, C., & Kisa, N. (2011, May). Cutting-Edge: Integrating students with intellectual and developmental disabilities into a 4-year liberal arts college. Career Development for Exceptional Individuals, 34(1), 18-30.

Cutting-Edge provides inclusion in college for students with intellectual disabilities (SWID). Cutting-Edge students attended college by taking undergraduate courses, resided in student housing, and engaged in student-life events as well as pursued community service, internships and employment. Undergraduate students were the best means to teach Cutting-Edge students about appropriate social activities and interactions. Undergraduate students were paired with Cutting-Edge students as peer mentors to teach Cutting-Edge students how to fit into the social network on campus. While attending the college, 79% of Cutting-Edge students lived away from their parents. Undergraduate students were surveyed about how comfortable they feel about being around SWID, and 96% indicated they either felt comfortable (59%) or very comfortable (37%).

Hart, D., Grigal, M., Sax, C., Martinez, D., & Will, M. (2006). Postsecondary education options for students with intellectual disabilities. Research to Practice No. 45. Boston: Institute for Community Inclusion, UMass Boston. Retrieved from: http://www.communityinclusion.org/pdf/rp45.pdf.

This brief presents the following information about postsecondary education for students with intellectual disabilities:

• Definitions of “postsecondary education” and “intellectual disability”
• An overview of postsecondary education options
• Research findings on current knowledge of postsecondary education options and outcomes, with recommendations for improving access to postsecondary education
• A bibliography, including a list of websites

Hart, D., Mele-McCarthy, J.,Pasternack, R. H., Zimbrich, K., & Parker, D. R. (2004). Community college: A pathway to success for youth with learning, cognitive, and intellectual disabilities in secondary settings. Education and Training in Developmental Disabilities, 39(1), 54-66.

Traditionally, youth with learning, cognitive, and intellectual disabilities (LCID) have not been given the option of participating in and thus benefiting from a postsecondary education. There are school districts and community colleges across the country, however, that are creating opportunities for these youth to have the option of meaningful participation in a postsecondary education while still in secondary school (i.e., Dual Enrollment). The present study involved a national survey of 25 postsecondary education options that support youth with LCID in postsecondary education while still enrolled in secondary school as an empirical foundation for future research on these service models. The main findings indicate that although most programs provide some combination of “life-skills” training and community-based instruction combined with employment training, some innovative service models (i.e., Inclusive Programs) focus primarily on inclusive postsecondary educational services for students with LCID. Inclusive programs tend to be relatively new, to serve fewer individuals than other service models, and are more collaborative (i.e., high schools, colleges and adult service agencies support students). Main survey findings are presented and discussed, followed by detailed profiles of six programs, and recommendations for future research are presented.

Kirkendall, A., Doueck, H. J., & Saladino, A. (2009). Transitional services for youth with developmental disabilities: Living in college dorms. Research on Social Work Practice, 19(4), 434-445.

This study evaluates the impact of a college-based dormitory program on transitioning youth with intellectual disabilities. A qualitative study, with interviews at pre and post, was conducted to evaluate the program’s impact. Data were collected with semistructured interviews from young adults with intellectual disabilities who participated in a college-based residential program and their parents or guardians. Three general themes emerged from the data: Participants reported experiences that were (a) typical of normative life transitions, (b) typical of growing pains associated with significant life transitions and learning new skills, and (c) one step forward. Results indicate that the experience of living away from home for the first time was in some ways comparable to that of a typical college student. Improvement in life skills, including increased awareness of personal goals, enhanced vocational goals, increased maturity or assertiveness, was reported. Respondents were generally satisfied with the program.

Neubert, D. A., & Moon, M. S. (2006). Postsecondary settings and transition services for students with intellectual disabilities: Models and research. Focus on Exceptional Children, 39(4), 1-8.

“Preparing high school students for college and employment that leads to adult self-sufficiency is a daunting task for educators (Lerner & Brand, 2006; Spence, 2007). This task becomes more complicated as technology changes rapidly, as policy makers mandate standards that all students must meet, and as schools evolve to serve more students with linguistic, academic, and social challenges. For students with intellectual disabilities (ID), their families, and the educators who provide services in the public schools, the complexity of this task increases further. We use the term students with intellectual disabilities to include students with mental retardation, autism, traumatic brain injury, and multiple disabilities who are likely to need ongoing, individualized supports in order to participate in inclusive communities (U.S. Department of Education, 2004; U.S. Equal Employment Opportunity Commission, 2004). In some states these students receive an alternative diploma or certificate rather than a high school diploma (Johnson & Thurlow, 2003). Obtaining adequate support to participate in educational opportunities, attaining long-term funding for post-school services, and locating employment sites for individual students with ID require creative collaborative ventures and changes in policy (Hart, Zimbrich, & Ghiloni, 2001; Neubert, Moon, & Grigal, 2004; Stodden & Whelley, 2004). Models are available allowing some students with ID to access college courses and to explore employment options that reach beyond sheltered work during their final years of public schooling (Doyle, 2003; Grigal, Neubert, & Moon, 2001; Hall, Kleinert, & Kearns, 2000; Hart, Zafft, & Zimbrich, 2001; Pearman, Elliott, & Aborn, 2004). These models can provide a blueprint for replicating similar services and for identifying issues to address through research and policy efforts” (p. 1).

Neubert, D. A., & Redd, V. A. (2008). Transition services for students with intellectual disabilities: A case study of a public school program on a community college campus. In S. H. deFur (Ed.), Transition to Postsecondary Education [Feature Issue]. Exceptionality, 16(4), 220-224.

Students with intellectual disabilities aged 18-21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices.

O’Brien, P., Shevlin, M., O’Keefe, M., Fitzgerald, S., Curtis, S., & Kenny, M (2009, December). Opening up a whole new world for students with intellectual disabilities within a third level setting. In P. O’Brien, C. Hamilton, & K. Johnson (Eds.), Disability Research and Rights in Ireland [Special Issue]. British Journal of Learning Disabilities, 37(4), 285-292.

The purpose of this study was to investigate the experiences of students with intellectual disabilities gaining access into a university setting, specifically Trinity College Dublin. The topic is important as gaining access to a university setting for students with intellectual disabilities is not commonplace. The study was qualitative in design and aimed to understand the phenomenon of inclusion by collecting multiple sources of peoples’ understanding of what was happening for the students with intellectual disabilities completing a 2-year certificate course entitled, Certificate in Contemporary Living. The perceptions of the students, family members and tutors were captured through focus groups, questionnaires, and use of Photovoice and document analysis. Triangulation of the multiple sources of data was used as well as open, axial and selective coding for thematic analysis. The student voice echoed by that of family members and tutors found that inclusion within a university setting led the students to see themselves more alike than different to their peers. They felt more accepted, more competent and more socially networked. Vital to the development of friendships was a mentoring programme. The aspect of the certificate programme that supported students to participate in a range of undergraduate classes will be described, and how this strategy is continuing to be researched will be outlined. Being included within a university setting opens up a whole new way of being for students who have previously experienced marginalisation. Such inclusion is a cogent way to promote ability. The safeguards to ensure that inclusion within university settings does not become another form of segregation will be touched upon.

Paiewonsky, M. (2011, May). Hitting the reset button on education: Student reports on going to college. Career Development and Transition for Exceptional Individuals, 34(1), 31-44.

Students with intellectual disabilities are taking the lead conducting participatory action research (PAR) to chronicle their college experience as part of a national college access initiative. This research currently involves college students with intellectual disabilities documenting their experiences using multimedia tools. These data are then shared via a digital storytelling website, VoiceThread. This article presents an overview of PAR, digital storytelling, and the methodology used to implement PAR with students with intellectual disabilities. Themes from the students’ work highlight their impressions of college, their adjustment to new expectations and responsibilities, and their recommendations to improve this experience. The researcher’s findings and conclusions about facilitating research with young adults with intellectual disabilities are described.

Paiewonsky, M., Mecca, K., Daniels, T., Katz, C., Nash, J. ,Hanson, T., & Gragoudas, S. (2010). Students and educational coaches: Developing a support plan for college. Think College Insight Brief No. 4. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion. Retrieved from http://www.thinkcollege.net/images/stories/Insight4_web_F.pdf.

“This brief provides an overview of the supported education model and some of the challenges associated with using educational coaches in college. A description of how one Massachusetts student and his educational coach used a Student–Educational Coach Agreement to plan for the support that the student needed to successfully attend college is provided. Potential support areas, examples from their working partnership, the benefits of using such an agreement, and recommendations for replication are highlighted.” (p. 1)

Rose, J. F., Heine, D. M., Gray, C. M. (2005). Brief or new: Interagency collaborations to support adults with developmental disabilities in college campus living. Occupational Therapy in Health Care, 19(1-2), 165-171.

Interagency collaboration in provision of a campus transition living program for young adults with developmental disabilities is described. Given the current imbalance of available resources versus need for service provision, creative teamwork is imperative. Schools and community agencies interact with young adults to apply classroom learning to real-life experiences. This project demonstrates through specific student experiences successful behavioral strategies, challenges and benefits of this life skills program as the evidence of the efficacy of this model. The purpose of this model is three-fold: (1) to provide real-life transitional living experiences in combination with classroom learning for young adults with developmental disabilities; (2) to provide an innovative service delivery model for collaboration of community agencies utilizing alternative funding; (3) to relate the service delivery process to occupation and address the care, values, choices, needs, and interventions used to support and improve performance in occupational engagement and participation.

Shields, B. A., Saladino, A., Proctor-Szilgvi, A. F., & Doueck, H. J. (2008). An integrative model for developing transition-based dormitory experiences for individuals with developmental disabilities on college campuses. Journal of Transformative Education, 6(1), 82-94.

This article explores the efficacy of placing individuals with developmental disabilities into college campus dormitories in the interest of facilitating transition into adulthood. Developmental challenges for participants and families are addressed, in addition to concerns for normalization, self-determination, and the broader concepts of social inclusion and community integration. An interactive model that incorporates the perspectives of participants, parents, local agency providers, and the hosting college is recommended.

Stodden, R. A., & Mruzek, D. W. (2010). An introduction to postsecondary education and employment of persons with autism and developmental disabilities. Focus on Autism and Other Developmental Disabilities, 25(3), 131-133.

“This special issue includes six peer-reviewed articles intended to provide readers with a clear picture of the current status of efforts to prepare and transition youth with ASD and ID to postsecondary education settings. The articles have been organized to provide readers with an overview of this field of work, present a range of approaches and models currently being used by persons in the field, and share current status data on the types of programs underway and their impact upon the quality of postschool life for young persons with ASD and ID. The guest editors have reviewed and selected articles that present a range of perspectives on this topic, as well as articles providing a range of quantitative and qualitative data, and information for readers” (p. 132).

Stodden, R. A., & Zucker, S. H. (Eds.). (2004). Transition of Youth with Disabilities to Postsecondary Education [Special Topical Issue]. Education and Training in Developmental Disabilities, 39(1).

For the past decade, educators, parents, and others have shown a sustained interest in developing viable postsecondary education and other life-long learning opportunities for young persons with intellectual disabilities after they leave high school settings. These efforts are reflected through a number endeavors, such as collaborative high school-community college partnerships, 18-21 postsecondary programs supported under the Individuals with Disabilities Education Act, and parent developed programs focused upon providing the least restrictive and most age appropriate learning setting for young persons with intellectual disabilities. These activities have received little exposure or attention in the disability or learning literature. Further, little attention has been focused upon documentation of these efforts or toward generating data that provide evidence of the value or impact of such programs upon the quality of post-school life for persons with intellectual disabilities. This special topical issue of ETDD is one of the first attempts to compile peer-reviewed articles in this area of study and present them to the field. The purpose of this issue of ETDD is to present an organized collection of peer-reviewed articles focused upon issues faced by young persons with intellectual disabilities and those who support them as they prepare for and transition to postsecondary education and other life-long learning activities.

Articles in this special topical issue include:

• Postsecondary Education and Persons with Intellectual Disabilities: An Introduction
• Activities of Students with Significant Disabilities Receiving Services in Postsecondary Settings
• Transition Services Model: Partnership for Student Success
• Changing Systems for Transition: Students, Families, and Professionals Working Together
• College Career Connection: A Study of Youth with Intellectual Disabilities and the Impact of Postsecondary Education Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings
• Person-Centered and Collaborative Supports for College Success

Thoma, C. A., Lakin, K. C., Carlson, D., Domzal, C., Austin, K., & Boyd, K. (2011, Fall). Participation in postsecondary education for students with intellectual disabilities: A review of the literature 2001-2010. Journal of Postsecondary Education and Disability, 24(3), 175-191.

Various forms of participation in postsecondary education by students with intellectual disabilities have received increased attention from the field of special education over the past decade. This review of literature from 2001 through 2010 builds on a similar review conducted by Neubert, Moon, Grigal and Redd (2001) to determine whether there have been changes in the types of programs offered, whether participation in various degrees of postsecondary education results in improved outcomes for individuals with intellectual disabilities, and whether the evidence indicates that postsecondary education is a preferred outcome to other transition outcomes. This review found that postsecondary education for individuals with intellectual disabilities has increasingly been defined as programs for students in the 18-21 year old age range who continue to receive educational services from their local school districts. The literature provides more details about program design and implementation and describes services across state, regional, and national levels. Few studies to date have attempted to determine participant outcomes. A discussion of the strengths and limitations of this body of literature are provided as well as recommendations for next steps for the field.

Weir, C., Fialka, J., Timmons, J., & Nord, D. (2010/2011, Autumn/Winter). Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities. IMPACT, 23(3). Minneapolis: Institute on Community Integration (UCEDD), University of Minnesota. Retrieved from:
http://ici.umn.edu/products/impact/233/default.html.

“Postsecondary education is a primary goal for the majority of high school students with transition plans, according to the National Longitudinal Transition Study–2. However, according to that same study, only about 3 in 10 young adults with disabilities have taken postsecondary education classes since high school. And among those with the lowest rates of participation are students with intellectual disabilities. This Impact issue explores what we know, and what we still need to know, about what works to support increased participation of students with disabilities, especially those with intellectual disabilities, in postsecondary education and why that participation is important. It includes stories about students with disabilities succeeding in higher education, strategies for families and school personnel to use in supporting planning for postsecondary education during high school, research findings and historical overviews on our national journey to support full participation in all areas of life – including education – for individuals with intellectual and other disabilities, and explanations of the education laws that can undergird that participation. It’s our hope that readers of this issue will find new ways of thinking about the role of post-high-school education in the lives of young people with disabilities, and about the benefits to those young people as well as our communities and nation” (p. 1).

Woods-Groves, S., Therrien, W. J., Hua, Y., & Hendrickson, J. M. (in press). Essay-writing strategy for students enrolled in a postsecondary program for individuals with developmental disabilities. Remedial and Special Education.

This study investigated the efficacy of a writing (ANSWER) strategy to improve the essay test responses of students who were enrolled in a campus-based, postsecondary education program for individuals with developmental disabilities. Random assignment to treatment or control groups and a pre- and posttest design were employed. Students used the six-step ANSWER strategy to analyze essay test prompts, construct outlines, generate essay responses, and revise as needed. The results were evaluated using a strategy scoring rubric. The treatment group received higher scores than the control group in the areas of strategy use and quality of essay responses. The results support the ANSWER strategy as an effective writing intervention for improving students’ essay responses.