Forging Pathways: A MultiCase Study of Individuals with Intellectual Disability Pursuing Postsecondary Education at the Community College

Abstract

Individuals with intellectual disability (ID) are underrepresented in higher education. Of those who enroll in higher education, the community college is a preferred institutional type. This study sought to understand how students with ID forged pathways to higher education via the community college. Five individuals with ID and their parents/guardians were interviewed. Cross-case analysis revealed four themes positively impacting the college-going pathway for students with ID—value-driven grit, pathway knowledge, community support, and accessibility. Families also appear to be the primary systems supporting these pathways to community colleges for individuals with ID.