Journal of Inclusive Postsecondary Education
Aim and Scope The mission of the Journal of Inclusive Postsecondary Education (JIPE) is to publish original research on the topic of inclusive postsecondary education for students with intellectual and developmental disabilities. JIPE provides a forum for qualitative, single subject, quantitative, and mixed methodological studies conducted in a university, community college, or related post-secondary environment.
The Journal of Inclusive Postsecondary Education would like to recognize the following awardees for their contributions to the field. Each honoree received their award at the 2024 State of the Art Conference in Inclusive Postsecondary Education, held in Chapel Hill, North Carolina.
Copyright (c) 2025 Beth Myers, Clare Papay https://creativecommons.org/licenses/by-nc-sa/4.0
Correction to Evaluating Self-Determination and Academic Enabling Behaviors in Students with Intellectual Disabilities in Inclusive Postsecondary Education Programs
Correction to Potts et al. (2024) In the article “Evaluating Self-Determination and Academic Enabling Behaviors in Students with Intellectual Disabilities in Inclusive Postsecondary Education Programs,” by Ellen E. Potts, Andrew T. Roach, Allison Wayne, Erin Vinoski Thomas, and Daniel Crimmins (Journal of Inclusive Postsecondary Education, 2024, Vol. 6, No 1. https://doi.org/10.13021/jipe.2024.3279, published on June 12, 2024, several referenced tables were omitted. Table 2 and Table 3 have since been added to the body of the article. https://doi.org/10.13021/jipe.2024.4170
Copyright (c) 2024 Latisha Elcock https://creativecommons.org/licenses/by-nc-sa/4.0
JIPE Congratulates the 2023 State Of The Art Conference Award Recipients!
Copyright (c) 2024 Latisha Elcock; Dr. Linda Mason https://creativecommons.org/licenses/by-nc-sa/4.0
Initial Evidence for Personal Development Support for College Students with Intellectual and Developmental Disabilities: Results from a Satisfaction Survey
With the increase in college students with intellectual and developmental disabilities (IDD) enrolled in inclusive postsecondary education (IPSE) programs, there is a growing call to understand additional support necessary for their mental health and wellness. Our IPSE program developed the personal development (PD) domain to meet the unique mental health and wellness needs of college students with IDD. Our study presents the findings from an annual satisfaction survey of 24 college students with IDD served within our PD domain. Data collected from the survey were analyzed through a convergent mixed methods design. Survey findings suggest promise for the PD domain to support student mental health and wellness, as well as individualized support for the development of independent living skills. Future investigation is needed to document the effectiveness of the PD domain, as well as health and mental health initiatives for college students with IDD in general.
Copyright (c) 2024 Alexander Fields, Rebecca Smith Hill, Olivia Lewis, Madeline Castle, Lucas Perez https://creativecommons.org/licenses/by-nc-sa/4.0
A Legacy of Leadership and Vision: Honoring the Impact of Debra Hart on the Field of Inclusive Postsecondary Education
Copyright (c) 2024 Meg Grigal https://creativecommons.org/licenses/by-nc-sa/4.0
Comparing the Social Networks of Students Enrolled in Inclusive Postsecondary Education Programs and their Peers Enrolled in Traditional College Programs
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.
Copyright (c) 2024 Jennifer L. Bumble, Katherine W. Bromley, Magen Rooney-Kron, Kelli A. Sanderson https://creativecommons.org/licenses/by-nc-sa/4.0
Qualitative Analysis of Peer Mentoring in an Inclusive Postsecondary Education Program for Students with Intellectual Disabilities
Although peer mentors play a vital role in supporting college students with intellectual disability enrolled in inclusive postsecondary education programs, their use has not been explored extensively. This qualitative study examined the experiences and perspectives of university students serving as peer mentors in an inclusive postsecondary education program. Nineteen peer mentors participated in semi-structured interviews. Results provide additional insight as to why individuals choose to become peer mentors, and as a result of their mentoring experience, what the peer mentors learned about themselves and gained from their experience. Recommendations for recruiting peer mentors are also provided.
Copyright (c) 2024 Linda Reeves, Abigail Baxter, Tara Thompson, Noah Brandt https://creativecommons.org/licenses/by-nc-sa/4.0
A Focus on Healthy Living Between Natural Supports and Young Adults with Intellectual Disability in College
College students with and without intellectual disability (ID) are challenged with maintaining healthy lifestyles since it may be their first time living away from home. Natural supports (or peer mentors) can work together to promote healthier options on college campuses. This article shares how one college program promoted healthier lifestyles across three areas (i.e., nutritional understanding, dietary intake, physical activity). Dietary intake and physical activity were monitored across a 6-month period. Preliminary findings indicated 9 of 10 students with ID increased nutritional knowledge, 10 of 10 increased servings of fruits and vegetables consumed, and 6 of 10 increased cardiovascular endurance.
Copyright (c) 2025 Meredith Morrison, Ryan Rockey, Derek Becker, Kelly R Kelley https://creativecommons.org/licenses/by-nc-sa/4.0
Special Education Teacher Preparation and Inclusive Postsecondary Education: Effects of a Peer Mentorship Field Experience
Students with intellectual and developmental disabilities (SWIDD) often require academic, employment, and social support to be successful in inclusive postsecondary education programs. One way to provide support in these areas is via peer mentorship. In addition to SWIDD obtaining the support they need; peer mentors also benefit from the relationships that are established. This qualitative case study examined the impacts of a peer mentorship program associated with an inclusive postsecondary education program on Special Education Teacher Candidates (SETCs). The program existed as a service-learning portion of a course focused on secondary special education. Key findings included: 1) SETCs developed a better sense of disability; 2) learned to see SWIDD as peers; and 3) made connections to the importance of transition planning for students even while in elementary school. Based on the findings of this study, those who prepare special education teachers should consider providing SETCs with opportunities to work with SWIDD in inclusive postsecondary education settings.
Copyright (c) 2024 Jeremy Ford, Julianne Wenner, Andrew Scheef https://creativecommons.org/licenses/by-nc-sa/4.0
Caring connection: Strengthening communication between parents/guardians and inclusive postsecondary education program staff
This practice article describes one inclusive postsecondary education program's pilot intervention to increase communication amongst caregivers and inclusive postsecondary staff. This pilot intervention aimed to address and alleviate the difficulty caregivers might experience as their young adult with an intellectual or developmental disability transitions into postsecondary schooling, as channels of communication and advocacy shift from the caregiver to the young adult themselves while attempting to utilize postsecondary staff resources efficiently. This article briefly overviews the planning process for a monthly virtual parent/guardian meeting throughout the academic year and reviews outcomes from this pilot intervention.
Copyright (c) 2024 Claire Carriere Hebert, Betty S. Patten https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating Risk? Enrollment in Inclusive Post-Secondary Education During COVID-19
This study explores challenges faced by young adults with intellectual and developmental disabilities (IDD) and their families enrolling in inclusive post-secondary education (IPSE) programs during COVID-19. The benefits of attending IPSE programs are well-documented, but this group is disadvantaged accessing post-secondary education and employment. The heightened risk of COVID-19 for people with IDD further complicates decision-making. Through interviews with 11 students with IDD and 10 parents, the study explores decisions about enrolling in IPSE, highlighting the importance of access to alternative options, expectations during the pandemic, and the ability of IPSE programs to adapt to future challenges, notably online options.
Copyright (c) 2024 Randall Owen, Ruby Batz https://creativecommons.org/licenses/by-nc-sa/4.0
Training for Instructors Teaching Inclusive Postsecondary Education Program Students
The passage of the Higher Education Opportunity Act in 2008 triggered an increase in inclusive postsecondary education (IPSE) programs across the United States, giving students with intellectual and developmental disabilities the opportunity to enroll in typical college courses. A multiple case study of IPSE programs at five institutions of higher education was conducted. Interviews of program directors and other program affiliates examined their roles in the development, components, and implementation of training programs, followed by observation of faculty development sessions and analysis of the documents used for training. Findings indicated no unified approach to faculty training, but similarities existed in the processes and resources used. Components included an introduction/overview of the program, inclusive instructional practices, and accommodations and modifications to course material.
Copyright (c) 2024 Dr. Enoh Nkana, Dr. Robin Moyher , Dr. Luana Greulich, Dr. Larry Burton https://creativecommons.org/licenses/by-nc-sa/4.0
Remarks by Madeleine Will - 2022 State of the Art Conference
During the 2022 State of the Art Conference, renowned special education advocate Madeleine Will received the Lifetime Achievement Award. The Editors of JIPE are so grateful to Ms. Will, who graciously allowed us to include her thoughtful and relevant acceptance speech in this issue so that those who were not in attendance could reflect on her observations and recommendations.
Copyright (c) 2023 Latisha Elcock; Beth Myers https://creativecommons.org/licenses/by-nc-sa/4.0
Self-Determination and Inclusive Postsecondary Education for Students with Intellectual Disability: A Review of the Literature
As opportunities for inclusive postsecondary education (IPSE) for students with intellectual disability have grown, the field has worked to understand the application of evidence-based practices in secondary transition and supports, such as promoting self-determination, for students with intellectual disability to have the same robust, authentic college experiences as their peers without disabilities. The authors conducted a scoping review on self-determination and IPSE, with findings indicating a small but growing body of literature. Much of the literature addresses the topic generally through practice-based descriptions, and the authors provide recommendations for future directions in research and practice.
Copyright (c) 2024 Kathryn M. Burke, Meghan G. Blaskowitz, Ariana Amaya, Ann Marie Licata, Alia M. Pustorino-Clevenger, Jackson Johnson, McKenna Killion, Nicholas Miller https://creativecommons.org/licenses/by-nc-sa/4.0
How Inclusive is Inclusive Postsecondary Education?
Inclusive postsecondary education (IPSE) programs provide new opportunities for individuals with intellectual disabilities (ID). Despite advances, prior research has found that postsecondary education access is inequitable, and therefore it is necessary to evaluate whether advances in IPSE programs have benefitted all individuals with ID. An analysis was conducted utilizing the Vocational Rehabilitation (VR) 2018 Case Service Report (RSA-911) to determine the over- or under-representation of minoritized students in the population of individuals with ID pursuing postsecondary education. Results indicated that while women, Asian and American Indian students were significantly over-represented, Black or African American students were under-represented. In addition, students from low socio-economic backgrounds, homeless students, and foster care students were all significantly under-represented. Implications for research, policy and practice are provided based on these results.
Copyright (c) 2024 John Andresen https://creativecommons.org/licenses/by-nc-sa/4.0
Virtual Reality for Teaching Science Vocabulary to Postsecondary Education Students with Intellectual Disability and Autism
The purpose of this study was to examine the use of virtual reality, an emerging technology, to teach college-age students with intellectual disability and autism to acquire science vocabulary words relating to human anatomy. One student with autism and two students with an intellectual disability participated in a multiple baseline across skills (i.e., acquisition of science vocabulary words) design. Data were collected on the three students' abilities to define and label three sets of human anatomy vocabulary words (i.e., bones, muscles, and organs) while using Organon 3D. Students used this application while using the Oculus Rift S, a virtual reality head-mounted display. Results indicated that all students acquired definitions and labeling knowledge for the new science vocabulary terms in the area of human anatomy.
Copyright (c) 2024 Kathryn Abrams, Don McMahon, Jonah Firestone, Holly Whittenburg, Lauren Bruno https://creativecommons.org/licenses/by-nc-sa/4.0
A Preliminary Investigation of a Virtually Delivered Multimedia Essay Writing Strategy with College Students with Developmental Disabilities
The authors of this study examined a virtually delivered multimedia expository writing strategy via a single case multiple-baseline across participants design with three college students enrolled in a postsecondary program for students with intellectual and developmental disabilities. Participants responded to expository essay prompts at the beginning of each virtual session. Two raters evaluated all baseline, intervention, and maintenance essay responses with a strategy rubric. Virtual one-to-one strategy instruction consisted of 45-min ZOOM sessions with live instruction and multimedia (e.g., animated videos, visual cues) content. Two out of three participants successfully applied strategy steps to construct and revise essay prompt responses.
Copyright (c) 2024 Suzanne Woods-Groves, Margaret M. Flores, Betty Patten, Kinga Balint-Langel, Charles A. Hughes, Taehoon Choi https://creativecommons.org/licenses/by-nc-sa/4.0
Ten Years of the State-of-the-Art Conference: Reflecting on the Progress of Inclusive Postsecondary Education
This year, 10 years of the State-of-the-Art Conference in Inclusive Higher Education was celebrated. The introduction to this issue of the Journal reflects on that decade of progress as noted in the keynote presentation at this year’s conference. We discuss what it means to have been working with inclusive postsecondary education for ten years and consider the past, present, and future of the field.
Copyright (c) 2023 Beth Myers, Meg Grigal https://creativecommons.org/licenses/by-nc-sa/4.0
Using Video-Based Instruction to Increase Employment-Related Social Behaviors for College Students with Intellectual and Developmental Disabilities
Poor social skills is a leading factor why individuals with intellectual and developmental disabilities (IDD) lose their jobs. Fortunately, the use of technology has made learning and teaching social skills more seamless and integrated in employment contexts. We conducted a multiple-probe-across-participants single-case experimental design study to evaluate the effects of video-based instruction on the employment-related social behaviors of three college students with IDD enrolled in a comprehensive transition program at a large public university. Results indicated small to moderate effect sizes for all three students. Participants found the intervention to be helpful in improving their employment readiness skills. We discuss implications for research and practical ways technology can be used to support college students with IDD to strengthen their employment-related social behaviors.
Copyright (c) 2024 Humberto Peña Jr., Carly Blustein Gilson, Dongjin Kwon, Luis Morissette, Zoey Du https://creativecommons.org/licenses/by-nc-sa/4.0
Unified: Establishing a Special Olympics College Club through Classroom Instruction
Unified Sports is a program through the Special Olympics in which athletes with Intellectual Disabilities (ID) have the opportunity to play sports and socialize with students who do not have an ID (Zhang et al., 2022). Introduced in 1988, Unified Sports is either embedded within a high school or university environment and is typically student led (Townsend & Hassall, 2007). However, there can be many challenges with the initial creation of a Unified Sports program as well as how to keep it sustainable for future generations of students, to have the opportunity to actively be involved in the student club (Hassan et al., 2012). This manuscript employed an autoethnography in which the primary author used self-reflection to focus on how Sport Management professors can create an experience within their classroom to facilitate the formation of a Unified Special Olympics College Club (Ellis et al., 2011). In addition to the primary author’s self-reflection, the autoethnography incorporated an interview with a Special Olympics representative to better understand how to implement a Unified sports program on a college campus. This research focused on experiential learning and showcased how Sport Management faculty can work with a non-profit organization to build an inclusive and diverse experience through education, collaboration, and community outreach. This research serves as a guide for future Sport Management programs looking to build partnerships with a non-profit entity and establishes the Unified Model for a Sport Event Management Course (UMSEMC) to help Sport Management instructors hoping to partner with the Special Olympics.
Copyright (c) 2023 B. N. Butler, Neil Duchac https://creativecommons.org/licenses/by-nc-sa/4.0
Goal Attainment and Quality of Life through Inclusive College
With growing opportunity for students with intellectual and developmental disability to access a variety of inclusive higher education programs comes an increased need for program implementers to evaluate practices and outcomes alongside participants. This mixed method, exploratory study examines self-determined goal setting, goal attainment, and quality of life within an inclusive college program as a measure of participant outcome and program evaluation. Furthermore, it provides implications for the importance of self-determined learning and participant voice within program planning, revision, and implementation.
Copyright (c) 2024 Kate Strater, Mia Kurkechian, Kassandra Weber https://creativecommons.org/licenses/by-nc-sa/4.0
Thank You from the Management and Production Team!
On behalf of the current managing/production editorial team, we want to thank all those who have supported the work in JIPE.
Copyright (c) 2022 Dr. Mason https://creativecommons.org/licenses/by-nc-sa/4.0
A Literature Review of Academic Enabling Behaviors of Students with an Intellectual Disability in Inclusive Postsecondary Education Programs
Although there is research demonstrating benefits of inclusive postsecondary education (IPSE) programs for students with intellectual disabilities (ID), much less is known about IPSE students’ classroom-related, non-academic thoughts, attitudes, and behaviors, sometimes referred to as academic enabling behaviors, including interpersonal skills, motivation, academic engagement, and study skills. The purpose of this paper is to present results of a literature review examining the academic enabling behaviors of students with an ID who participate in IPSE programs. Findings suggest that academic enabling behaviors are important, peer mentors are vital, and interventions to support the development of academic enabling behaviors are potentially effective.
Copyright (c) 2023 Katherine McLendon, Andrew Roach, Daniel Crimmins https://creativecommons.org/licenses/by-nc-sa/4.0
A Delphi Study to Confirm Essential Components and Activities of Inclusive College-Based Transition Services
College-based transition services are a model of transition services offered in college or university settings for students with intellectual and developmental disabilities (IDD) who receive transition services after age 18. This method of transition service has existed in some form for over three decades. However, little guidance is available on the composition or structure of these college-based transition programs. We conducted a Delphi study with a group of national experts to identify and confirm the essential key components and activities of providing inclusive, college-based transition services. The study identified eight components, including 1) community-based transition services; 2) student's self-determination and self-advocacy; 3) family engagement and partnerships; 4) advising, course of study, and enrollment; 5) student support for college success; 6) staff development; 7) integrated paid employment; and 8) evaluation. We provide implications for research and practice.
Copyright (c) 2023 Meg Grigal, Maria Paiewonsky, Tess Anselm https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluating Self-Determination and Academic Enabling Behaviors in Students with Intellectual Disabilities in Inclusive Postsecondary Education Programs
Inclusive postsecondary education (IPSE) programs provide students with intellectual disabilities (ID) an opportunity to access higher education. As these programs have grown over the decades since their inception in 2010, it is becoming increasingly important that these programs use data-driven interventions to improve student outcomes, both academically and non-academically. Research in the area of non-cognitive skills suggest that focusing students with ID on skills like motivation and engagement or attitudes like action control beliefs can improve their performance in IPSE programs and lead to positive academic and career outcomes in the future. Here, we performed correlation analysis and multiple regression on two non-cognitive skills assessments, the ACES Academic Enablers and Self Determination Inventory, collected from ISPE students. This analysis shows that the degree of a student’s action-control beliefs as measured by the SDI is predictive of their ACES Academic Enablers performance. This suggests that interventions targeting the concept of action control beliefs can improve practical non-cognitive skills that can lead to academic and professional success for students with ID.
Copyright (c) 2024 Ellen E. Potts, M.S., Andrew T. Roach, Ph.D., Allison Wayne, M.Ed., Erin Vinoski Thomas, Ph.D., MPH, Daniel Crimmins, Ph.D. https://creativecommons.org/licenses/by-nc-sa/4.0
Family Evaluation of Postsecondary Programs for Students with Intellectual Disability
During the past decade, numerous postsecondary programs for students with intellectual disability have emerged as have standards to improve the quality of those programs. We used the Think College Standards for Inclusive Higher Education to develop a family survey to evaluate and improve programs. Overall, family responses were positive for most of the standards and indicated that students gained self-advocacy, technology and employment skills. Families indicated that we can improve on two standards: coordination/collaboration with adult services, and career development. Perspectives from families of current and past students provide critical information that enhances the quality of postsecondary programs for students with ID.
Copyright (c) 2024 Margo Izzo, Amy Shuman, Jessie Green, Eric Anderson, Diane Weinbrant https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusive Postsecondary Education Provider Perspectives of Stressful Situations for College Students with an Intellectual Disability
Students with intellectual disability are increasingly attending inclusive postsecondary education programs (IPSEs) to equip them to thrive in adult-life environments. Students within these programs receive training and support in various areas, such as academics, employment, social engagement, personal development, and independent living. Although students may not receive specific training on dealing with stressors or stressful situations, it is assumed that these college students encounter new and unique stressful situations during their time on campus. Stress can be caused by many circumstances and can be handled differently depending on the student and the situation. The purpose of this study was to examine IPSE professionals’ perceptions of the most severe and persistent stressful situations encountered by students participating in IPSE programs. The findings gleaned from this study offer four interrelated themes, all of which are related to relationships and communication. These findings along with implications for practice are discussed.
Copyright (c) 2022 Anthony J. Plotner, Adrianna Shoemaker, Charlie Walters, Molly Bloom, Abigail Mojica https://creativecommons.org/licenses/by-nc-sa/4.0
A Nominal Group Technique Study Identifying Evidence-Based and Promising Practices: Taxonomy for Postsecondary Comprehensive Transition Programs
As more institutions of higher education offer comprehensive transition and postsecondary programs for students with intellectual disabilities, a systematic process for strategically planning their postsecondary programs is needed. Guiding principles and an organizational taxonomy are available for program development. However, a mechanism that combines existing literature and research to specifically address program development for students with intellectual disabilities is missing. A nominal group technique approach identified strategies and practices to frame existing categories from a well-researched postsecondary taxonomy. How those categories were incorporated into a planning tool used to assist institutions in developing comprehensive transition and postsecondary programs is presented. Keywords: postsecondary education; strategic planning; intellectual disability; comprehensive transition and postsecondary programs
Copyright (c) 2023 Dr. Kohler, Dr. Gothberg, Dr. Andrews, Mrs. Mahon, Dr. Seabrooks-Blackmore https://creativecommons.org/licenses/by-nc-sa/4.0
Benefits of a Weeklong Summer Academy to Prepare Students with Intellectual Disabilities for College
College options for students with intellectual disabilities continue to grow. However, there is a gap among students and families about available college opportunities. This study provides evidence of a weeklong summer academy that bridges the gap between high school and college. Results showed the summer academy increased participants' awareness of college. Researchers provide an analysis of student perceptions of the benefits of college and the social aspects of college.
Copyright (c) 2023 Misty Parsley, Halle King, Andrea Pewitt, Lisa Ruble https://creativecommons.org/licenses/by-nc-sa/4.0
Lessons Learned from Group Counseling with Young Adults with Intellectual Disabilities Enrolled in a Comprehensive Transition Program
The purpose of this practice article is to describe group counseling conducted with young adults with intellectual disability enrolled in a comprehensive transition program at a university in the Southern United States. There are very few guidelines available for counselors working with young adults with intellectual disabilities. The aim of this article is to describe the tools and techniques used when running these groups to assist other counselors in their efforts. Implications for practice are presented, as well as recommendations for future research with this population.
Copyright (c) 2022 Julie C. Hill, Elena R. Wisniewski, Betty S. Patten https://creativecommons.org/licenses/by-nc-sa/4.0
Employers’ Perspectives on Ohio’s Postsecondary Programs for Students with Intellectual and Developmental Disabilities
As postsecondary programs grow for students with intellectual and developmental disabilities (SwIDD), there is an increased focus on program evaluation and effectiveness, specifically related to impact on employment outcomes. Ohio’s Statewide Consortium (OSC) of postsecondary programs for individuals with intellectual and developmental disabilities interviewed seventeen current employer partners to determine to what degree they perceive OSC programs demonstrate quality indicators, as outlined in the eight Think College Standards for Inclusive Higher Education (TCSIHE). Results indicate OSC programs are providing high-quality, positive work-based learning experiences for SwIDD and their employer partners that align to TCSIHE. Key components of quality partnerships are highlighted as well as aspects of work-based learning experiences critical to skill development for SwIDD, and barriers to post-graduation employment outcomes.
Copyright (c) 2022 Diane Weinbrandt, Amy Shuman, Shannon Ott, Makenna Riter-Rowland, Eric Anderson, Andrew Buck, Jessie Green, Margo Izzo, Savannah Stark https://creativecommons.org/licenses/by-nc-sa/4.0
What’s in a Name? Analysis and Reflections on Naming of Postsecondary Education Programs for Students with Intellectual Disability
Postsecondary education programs for students with intellectual disability have a variety of names. The name of a program sets the tone for families and students, and other stakeholders, of what to expect from that program. We sought to address a lack of guidance on considerations for naming a postsecondary education program for students with intellectual disability by first analyzing the names of existing programs for common words and themes. Using data from the Think College programs directory, we coded the words and themes in 310 program names. We found that acronym was the most common theme, present in 40% of all program names, and that there were some differences in the names of programs at two-year vs. four-year institutions. Based on this analysis, we offer reflections and suggestions for future practice and research.
Copyright (c) 2022 Clare Papay, Belkis Choiseul-Praslin, Cate Weir https://creativecommons.org/licenses/by-nc-sa/4.0
Postsecondary Training and Performance Feedback: Effect on Peer Mentor Fidelity and Behavior of a Student with Multiple Disabilities
Postsecondary education students with intellectual and multiple disabilities are often supported by same-aged peer mentors. A single-subject multiple baseline design was used to examine the relationship between training with and without performance feedback and a peer mentor’s fidelity of implementing a student’s function-based intervention plan across settings. Further, the relationship between peer mentor fidelity and a student’s on-task behavior was explored. The peer mentor’s fidelity immediately improved in all settings after being trained but required performance feedback to improve further. There was a functional relation between the peer mentor’s fidelity and the student’s behavior in two of the three settings.
Copyright (c) 2022 Kirsten Lansey, Shirin Antia, Stephanie MacFarland, Chelsea Carr https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Development of an Inclusive Postsecondary Education Program for Diverse Students with Intellectual Disabilities through a Virtual Community Conversation
Inclusive postsecondary education (PSE) programs at institutes of higher education offer a variety of benefits to students with intellectual disabilities (ID). Although the number of these programs has grown in recent years, many students – particularly those from diverse backgrounds — remain underserved. This study investigated the perceptions of campus and community members from a large, diverse, urban city on the inclusion of students with intellectual disabilities at their local public university. Using a virtual format, a community conversation was held to explore stakeholders’ visions for including students with ID at the university, actionable steps for inclusion, and participants’ potential personal contributions to inclusive higher education. Results indicated there is community interest and support for developing an affordable PSE program centered on the individual needs and interests of young adults with ID.
Copyright (c) 2022 Kelli Sanderson, Kristin Powers, Maria Virginia Cornejo Guevara https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusive Postsecondary Education: Are There Program Components That Predict Employment?
Through secondary analyses of data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database of model demonstration sites in Florida, this study examined components of inclusive postsecondary education programs for students with intellectual disabilities correlated with employment upon program exit. Inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit. This component aligns with the predictors of post-school success for students with disabilities (Mazzotti et al., 2016) and predictors of employment for people with intellectual disabilities (Southward & Kyzar, 2017). Areas of agreement are discussed as well as implications for stakeholders and suggestions for future research.
Copyright (c) 2024 Louise Danielle Dahm Roberts, Lyman L. Dukes https://creativecommons.org/licenses/by-nc-sa/4.0
Addressing Alcohol Awareness with College Students with Intellectual Disability
As a growing number of colleges and universities establish inclusive postsecondary education (ISPE) programs for students with intellectual disability, new questions arise about how to best to support their full participation all aspects of campus life. One issue that has received limited attention in the literature is alcohol use among young adults with intellectual disability. This qualitative study explored how seven inclusive higher education programs addressed alcohol education and the complexities of this important endeavor. Individual interviews with program staff identified a diversity of program policies, addressed how programs are addressing alcohol education, and revealed myriad challenges in doing this well. We offer practical recommendations for inclusive higher education programs and suggest areas for future research.
Copyright (c) 2022 Madelaine A. Ferrell, Erik Carter https://creativecommons.org/licenses/by-nc-sa/4.0
A Comparison of Student Attitudes on Inclusive Post-Secondary Education at Two Mid-Atlantic Universities
Inclusive post-secondary education (IPSE) programs for students with intellectual disability are growing rapidly, yet demand still outweighs the availability of programs. To increase the success and sustainability of IPSE, universities must understand stakeholders’ perceptions of inclusion. The Perspectives of Diversity and Inclusion Survey was administered to students at two universities -- a pilot IPSE campus and an existing IPSE campus. Students held largely favorable perceptions of IPSE. Differences in perceptions were evidenced in students’ practices of inclusion, willingness to be peer mentors and receptiveness for inclusion training. Considerations for enhanced training on IPSE campuses and recommendations for future research are provided.
Copyright (c) 2022 Meghan Blaskowitz, Alia Pustorino-Clevenger, Ann Marie Licata, McKenna Killion, Olivia Borovich, Catherine Becker, Emma Naegler, Paul Scott https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Employee Handbook Comprehension for College Students with Intellectual Disability
Independent access to text is important to employment and critical for postsecondary success; however, literacy deficits make access to text challenging for individuals with intellectual disabilities. Limited access to employment policies and procedures leaves individuals at a disadvantage. This study examines the text comprehension of employee policies and procedures for four college students with ID through a universally designed employee handbook, graphic organizers, and systematic instruction. Results indicate that participants improved in text comprehension and independent navigation of accessibility functions in iPads®, an important skill in a technology-based culture. Recommendations and implications for practice and further research are also discussed.
Copyright (c) 2022 Stephanie Devine, Joshua N. Baker, Cori M. More, Joseph John Morgan https://creativecommons.org/licenses/by-nc-sa/4.0
Why Plain Language? Linguistic Accessibility in Inclusive Higher Education
Plain language writing is clear, succinct, and jargon-free, and is organized in a way that facilitates understanding. It is a reader-centered way of writing, with the end goal of readers being able to access, comprehend, and utilize information. Like Universal Design, plain language writing benefits all readers while ensuring crucial access for some.
Copyright (c) 2021 Beth Myers, Teukie Martin https://creativecommons.org/licenses/by-nc-sa/4.0
Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education
Using a three-round Delphi survey, researchers explored parent perspectives regarding the personal competencies students with intellectual disabilities (ID) needed to be better prepared for participation in an Inclusive Postsecondary Education program (IPSE). An expert panel comprised of parents of students with ID in IPSE programs participated. Three Delphi rounds consisted of open-ended questions and cycles of subsequent rating scales on identified perspectives to establish a quantitative basis for consensus. The parent panel reached consensus on a list of 30 personal competencies that support student preparation for IPSE. A description of the methodology, results, and implications for practice are discussed.
Copyright (c) 2021 Jefferson Sheen, Ty Aller, Robert Morgan, Kayla Currier Kipping https://creativecommons.org/licenses/by-nc-sa/4.0
Designing and Implementing PSE Opportunities for Students with ID: An Illustration of Quality, Access, and Inclusion
The college experience described in this paper created normative opportunities for exploration and development on a university campus for students with intellectual disabilities (ID). This project was one of 27 Transition and Post-secondary Programs for Students with Intellectual Disability (TPSID) projects to receive a five-year grant in 2010 from the Office of Postsecondary Education (U.S. Department of Education). The purpose of this case study article was to describe the process for meeting criteria for TPSID funding and subsequent university approval. A major question addressed the design features that support the achievement of academic, career, and independent living goals through an experience that matches that of degree seeking students and meets requirements of a Comprehensive Postsecondary Transition Program (CTP). The second question addressed project implementation issues requiring resolution to achieve sustainability and university program approval. In other words, the history of project implementation and policy development was provided with an assessment of the degree and manner with which TPSID grant goals and university approval were met. The major implication is the importance of the integration of policy and research at all levels of the university to inform practice. This may provide a structured framework for programs pursuing sustainability and institutional commitment.
Copyright (c) 2021 Robert Flexer, Robert Baer, Rachel McMahan Queen https://creativecommons.org/licenses/by-nc-sa/4.0
Using Covert Audio Coaching to Teach “Small Talk” to a College Student with Intellectual and Developmental Disabilities
Individuals with intellectual and developmental disabilities (IDD) frequently have challenges engaging in social and communication skills due to lack of availability and safe opportunities to practice these skills. The ability to successfully engage in “small talk,” or simple social conversational exchanges, can be beneficial in educational, professional, and social environments. Covert audio coaching (CAC) has been used to teach skills to individuals with IDD, but only a few studies have investigated CAC to teach social skills. In this study, a withdrawal design was used to examine the impact of CAC to teach a young woman with IDD to engage in small talk with a confederate on a university campus. Results demonstrated a functional relation between CAC and the student’s on-topic small talk conversational exchanges. Implications and future research are discussed.
Copyright (c) 2021 Kelly Kearney, Michael Brady, Kyle Bennett, Brianna Joseph, Charles Dukes https://creativecommons.org/licenses/by-nc-sa/4.0
Mental Health Needs for Students Enrolled in Inclusive Postsecondary Education Programs
As students with intellectual disabilities (SWID) are increasingly attending inclusive postsecondary education (IPSE) programs, their specific needs and barriers to success must be assessed and addressed. Additionally, mental health (MH) conditions are common in college age students, this remains true for SWID enrolled in IPSE programs. This study surveyed 33 IPSE program directors nationwide regarding the MH needs of SWID enrolled in their programs. Survey results concluded that the majority of IPSE program directors reported having experienced students having MH concerns while enrolled in an IPSE program. The most frequently observed MH concerns were noted to be anxiety and depression. Barriers to MH services for SWID in IPSE programs included lack of competent MH professionals on campus, long wait times, and IPSE students not being eligible for campus-based MH services.
Copyright (c) 2021 Michelle Lizotte, Elizabeth Dimond , Trenton J. Landon , Michael Gerald, Sue Reeves https://creativecommons.org/licenses/by-nc-sa/4.0
“More dynamic, more engaged”: Faculty perspectives on instructing students with intellectual disability in inclusive courses
The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with ID. As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at 7 colleges and universities across the U.S. to solicit their perspectives on a) the benefits and challenges of instructing students with ID, and b) what they need to provide the best instructional experiences. This paper summarizes the study findings and offers implications for practice and research.
Copyright (c) 2021 Allison Taylor, Daria Domin, Clare Papay, Meg Grigal https://creativecommons.org/licenses/by-nc-sa/4.0
Efficacy of Video Prompting Using Mobile Technology to Teach Employment Tasks to Individuals with Intellectual Disability
Abstract Individuals with intellectual disability (ID) often experience a combination of both intellectual and adaptive functioning deficits which negatively impact their ability to obtain and maintain competitive employment. Fortunately, research has shown that assistive technology, and particularly video prompting, helps support employment for individuals with ID. This single case multiple probe study investigated the efficacy of a highly customizable task analysis smartphone application in assisting three young adults with ID complete common work-related office tasks. Findings indicate all three participants demonstrated very large effect size gains in completing three unique office-related tasks once provided with the Task Analysis app. Keywords: intellectual disability, assistive technology, employment, video prompting, mobile technology
Copyright (c) 2021 Sharon, Jordan, Daniel, Alex, Joe https://creativecommons.org/licenses/by-nc-sa/4.0
Direct Instructions to Teach Students in a Comprehensive Transition Program how to Utilize Text-to-Speech Software Effectively
This study evaluated how students enrolled in a comprehensive post-secondary transition program learned how to use text-to-speech (TTS) software to read higher-level written text. Using a pre- and post-test research design, researchers examined whether direct instruction effectively taught students to use a TTS program. We used third and sixth-grade easyCBM passages and corresponding reading comprehension measures to evaluate students' use of the TTS software and determine if TTS increased reading comprehension. Findings suggest that the use of direct instruction can facilitate the use of assistive technology and TTS readers. Implications for further research, practice, and policy are discussed.
Copyright (c) 2021 Lauren P. Bruno, Mary Ball, Erica Kaldenberg, Patricia Bahr, Jordan Willits https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusive Higher Education in the Time of COVID-19
Copyright (c) 2020 Beth A. Myers; Clare Papay
Tracking Network Growth of Students with Intellectual Disabilities (ID) and Understanding the Challenges, Expectations, and Realizations of Families in a Postsecondary Program
Social Network Analysis is used to track the growth of students’ network in a PSE from their perspective and their parents’ perspective. Analysis from both perspectives found that while there was an increase in network size and a shift from family-centered networks to more peer centered networks, there was a decrease in density as participants formed distinct clusters in their network, an indication that network characteristics vary geographically based on the level of opportunities available. This mixed-methods study revealed individual and programmatic implications for helping students develop their social networks to increase social capital and improve employment outcomes.
Copyright (c) 2021 PATRICIA SPENCER, James P. Van Haneghan, Abigail Baxter, Alexandra Chanto-Wetter, Lindsey Meyer https://creativecommons.org/licenses/by-nc-sa/4.0
Leveraging Campus Collaboration to Promote Sustainable, Inclusive Writing Support for All Students
Over the past 50 years, postsecondary institutions have increasingly established support services to mitigate barriers in order to make academia more accessible for a growing population of individuals with disabilities. One area receiving increased focus of such programs is in developing effective literacy and writing skills. Effective literacy and writing interventions have been developed and trialed for college students with intellectual disability, but the interventions require time and resources that may not be available to postsecondary education programs and only impacts discrete groups of learners. This practice brief describes a more ecological approach to writing development by building or strengthening campus partnerships and reimagining the application of existing resources. By combining expertise and approaches to intervention common in disability services offices, campus writing centers and postsecondary education programs, campuses can develop sustainable and inclusive approaches for addressing a range of support useful for college students to develop as writers.
Copyright (c) 2020 Seb Prohn, Trey Hall, Ian Kunkes, Brian McTague, Chelsea Russell