Comparing the Social Networks of Students Enrolled in Inclusive Postsecondary Education Programs and their Peers Enrolled in Traditional College Programs

Abstract

We examined differences in the social networks, social supports, and college-related anxiety and distress of 42 college students in a traditional degree-seeking (TDS) program and an inclusive postsecondary education (IPSE) program on the same campus. We found that students in IPSE programs had smaller, denser social networks. However, anxiety and levels of support differed across social, academic, and daily living domains. These findings provide a deeper understanding of the structure and function of the social networks of students with and without disabilities as they begin their college journey, and have important implications for K-12 transition programming and IPSE programs.