Improving Employee Handbook Comprehension for College Students with Intellectual Disability

Authors

  • Stephanie Devine Georgia Southern University
  • Joshua N. Baker
  • Cori M. More
  • Joseph John Morgan

DOI:

https://doi.org/10.13021/jipe.2022.3059

Keywords:

postsecondary education, intellectual disability, shared stories, technology, employability skills

Abstract

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 iPadsĀ®, an important skill in a technology-based culture. Recommendations and implications for practice and further research are also discussed.

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Published

2022-08-30

How to Cite

Stephanie Devine, Joshua N. Baker, Cori M. More, & Joseph John Morgan. (2022). Improving Employee Handbook Comprehension for College Students with Intellectual Disability. Journal of Inclusive Postsecondary Education, 4(1). https://doi.org/10.13021/jipe.2022.3059