Self-Determination and Inclusive Postsecondary Education for Students with Intellectual Disability: A Review of the Literature

Abstract

As opportunities for inclusive postsecondary education (IPSE) for students with intellectual disability have grown, the field has worked to understand the application of evidence-based practices in secondary transition and supports, such as promoting self-determination, for students with intellectual disability to have the same robust, authentic college experiences as their peers without disabilities. The authors conducted a scoping review on self-determination and IPSE, with findings indicating a small but growing body of literature. Much of the literature addresses the topic generally through practice-based descriptions, and the authors provide recommendations for future directions in research and practice.