Characteristics of Higher Education Programs Enrolling Students With Intellectual Disability in the United States-Reference-Cited by-同舟云学术

Characteristics of Higher Education Programs Enrolling Students With Intellectual Disability in the United States

Published:2022-02-25 Issue:1 Volume:10 Page:35-52
ISSN:2326-6988
Container-title:Inclusion
language:en
Short-container-title:

Author:

Grigal Meg¹,Papay Clare¹,Weir Cate¹,Hart Debra¹,McClellan Matthew L.¹

Affiliation:

1. Meg Grigal, Clare Papay, Cate Weir, Debra Hart, and Matthew L. McClellan, Institute for Community Inclusion, University of Massachusetts Boston.

Abstract

Abstract Significant advancements resulting from various legislative and grant initiatives have resulted in increases in higher education programs enrolling students with intellectual disability (ID). Information about program practices in admissions, academic access, employment, campus housing, and extracurricular activities was gathered via a national survey and offered to the public via a searchable directory. The current study provides a descriptive analysis of these survey data, addressing demographic structure and costs, as well as domains of practice including academic access, career development and employment, campus engagement, and credential attainment in higher education programs for students with ID from a sample of 257 programs. Comparisons to findings from a 2009 survey are offered when applicable and implications for practice, research, and policy are discussed.

Publisher

American Association on Intellectual and Developmental Disabilities (AAIDD)

Subject

General Medicine

Link

https://meridian.allenpress.com/inclusion/article-pdf/10/1/35/3020550/i2326-6988-10-1-35.pdf

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