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

Authors

DOI:

https://doi.org/10.13021/jipe.2024.3548

Keywords:

self-determination, inclusive postsecondary education, intellectual disability, literature review

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.

Downloads

Published

2024-06-12

How to Cite

Burke, K., Blaskowitz, M., Amaya, A., Licata, A. M., Pustorino-Clevenger, A., Johnson, J., … Miller, N. (2024). Self-Determination and Inclusive Postsecondary Education for Students with Intellectual Disability: A Review of the Literature. Journal of Inclusive Postsecondary Education, 6(1). https://doi.org/10.13021/jipe.2024.3548