‘We’ve got to go bigger!': Relatives of College Students with Intellectual Disabilities shared perceptions and experiences

Abstract

With the inception of the Higher Education Opportunity Act (2008) in the United States, an increased number of inclusive postsecondary education programs have been established for individuals with intellectual disabilities. This study explored the perceptions and experiences of relatives (e.g., parents, siblings, grandparents) of college students with intellectual disabilities at a Hispanic Serving Institution (HSI). Relatives of currently enrolled students participated in multiple in-depth interviews throughout the program. Transcripts were analyzed using applied thematic analysis and procedures for transparency and rigor were implemented. The analysis identified three major themes: The first theme “evolving goals” explores the interrelationship between the students’ evolving goals for themselves and the collateral effect on the parents’ own, progressing goals. “Financial, logistical, and communication barriers of a college student” are surveyed in the second theme and focus on experiences from pre-admission through graduation. The third theme, “letting go” is related to the first theme, but further explores the specific transition period and identity shift that was found by the participants concerning their students’ increased independence. Findings suggest relatives may require more direct support systems and strategies to successfully navigate these transition experiences. Implications for practice and future areas of research are discussed.