Professional Learning Preferences of Inclusive Postsecondary Education (IPSE) Program Directors: Implications for Professional Development Design

Abstract

Inclusive Postsecondary Education (IPSE) programs support students with intellectual and developmental disabilities as they navigate college and prepare for adult life. Existing literature on learning needs focuses on students, but not program staff. Research is needed to ensure that professional development is tailored to staff’s learning needs and preferences. This qualitative study explored the learning needs and preferences of IPSE program directors through 12 individual interviews. Altogether, participants expressed a desire for professional development that fits seamlessly into their work and highlighted the importance of flexible formats, peer interaction, and other practical tools.