Goal Attainment and Quality of Life through Inclusive College

Three Years of Progress


  • Kate Strater Calvin University
  • Mia Kurkechian Calvin University
  • Kassandra Weber Calvin University




Self-determination, Goal setting, Inclusive postsecondary education, Intellectual disability


With growing opportunity for students with intellectual and developmental disability to access a variety of inclusive higher education programs comes an increased need for program implementers to evaluate practices and outcomes alongside participants. This mixed method, exploratory study examines self-determined goal setting, goal attainment, and quality of life within an inclusive college program as a measure of participant outcome and program evaluation. Furthermore, it provides implications for the importance of self-determined learning and participant voice within program planning, revision, and implementation.


Author Biography

Kate Strater, Calvin University

Kate Strater, Ed.D., is an assistant professor in the School of Education and program director for the Ready for Life Academy at Calvin University.  She previously served in Kentucky, Michigan, and Colorado public schools in a variety of teaching and administrative roles including Director of Exceptional Student Services, Special Education Services Coordinator, Special Education Consultant, and Special Education Teacher.  She is passionate about developing and implementing inclusive postsecondary education and employment opportunities for individuals with intellectual or developmental disabilities.




How to Cite

Strater, K., Kurkechian, M., & Weber, K. (2024). Goal Attainment and Quality of Life through Inclusive College: Three Years of Progress. Journal of Inclusive Postsecondary Education, 5(2). https://doi.org/10.13021/jipe.2024.3311