Goal Attainment and Quality of Life through Inclusive College
Three Years of Progress
DOI:
https://doi.org/10.13021/jipe.2024.3311Keywords:
Self-determination, Goal setting, Inclusive postsecondary education, Intellectual disabilityAbstract
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.
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Copyright (c) 2024 Kate Strater, Mia Kurkechian, Kassandra Weber
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.