Measuring the promise: Use of assessments in inclusive post-secondary education

Abstract

An increasing number of students with intellectual disability participate in inclusive post-secondary education (IPSE), and there is a growing need for quality, accessible assessments to evaluate outcomes and inform enrollment and planning decisions for students, families and funders. Staff from 17 IPSE programs completed a survey to describe assessments used to measure outcomes in: Career Exploration, Work Skills; Independent/Community Living, and Self-Determination and for decision-making on admissions and planning supports. Findings suggest a need for accessible and validated assessments that also allow for individualization. Use of consistent, psychometrically-strong assessments across programs can contribute to stronger evaluation and identification of best practices.