Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education

Authors

DOI:

https://doi.org/10.13021/jipe.2021.2947

Keywords:

Intellectual Disability, Inclusive, Postsecondary Education, Parents

Abstract

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.

Author Biographies

Ty Aller, Utah State University

Center for Persons with Disabilities;

Project Coordinator

Robert Morgan, Utah State University

Department of Special Education and Rehabilitation Counseling;

Professor

Kayla Currier Kipping, Utah State University

Department of Special Education and Rehabilitation Counseling

Doctoral Student

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Published

2022-02-01

How to Cite

Sheen, J., Aller, T., Morgan, R. ., & Currier Kipping, K. (2022). Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. Journal of Inclusive Postsecondary Education, 3(2). https://doi.org/10.13021/jipe.2021.2947