Faculty Perspectives on the Appeal and Impact of Including College Students With Intellectual Disability-Reference-Cited by-同舟云学术

Faculty Perspectives on the Appeal and Impact of Including College Students With Intellectual Disability

Published:2022-02-25 Issue:1 Volume:10 Page:71-86
ISSN:2326-6988
Container-title:Inclusion
language:en
Short-container-title:

Author:

McCabe Lauren E.¹,Hall Cassandra G.¹,Carter Erik W.¹,Lee Evon Batey²,Bethune-Dix Lauren K.³

Affiliation:

1. Lauren E. McCabe, Cassandra G. Hall, and Erik W. Carter, Vanderbilt University

2. Evon Batey Lee, Vanderbilt Kennedy Center

3. Lauren K. Bethune-Dix, Vanderbilt University

Abstract

Abstract Supporting the academic engagement of students with intellectual disability is a central focus of the inclusive postsecondary education (IPSE) movement. In this study, we used focus group interviews to explore the views of 23 university faculty involved in teaching college students with intellectual disability in traditional courses. We asked faculty about their motivations for offering inclusive courses, how they were affected by the experience, and how they perceived classmates were impacted. Faculty discussed a range of factors that drew them to this inclusive teaching experience and highlighted multiple ways in which they and their students were positively impacted by the enrollment of students with intellectual disability. We offer recommendations for research and practice aimed at expanding and strengthening the academic experiences of college students with intellectual disability within IPSE programs.

Publisher

American Association on Intellectual and Developmental Disabilities (AAIDD)

Subject

General Medicine

Link

https://meridian.allenpress.com/inclusion/article-pdf/10/1/71/3020547/i2326-6988-10-1-71.pdf

Reference25 articles.

1. Almutairi, A., Kawai, N., & Alharbi,A. (2021). Faculty members' and administrators' attitudes on integrating students with intellectual disability into postsecondary education. Exceptionality, 29(1), 29– 40https://doi.org/10.1080/09362835.2020.1727330

2. Bauer, L. C., & Harlin,W. W. (2016). Perceptions of the impact of the IDEAL program on Lipscomb University's campus (Publication No. 10247468) [Doctoral dissertation, Lipscomb University]. Proquest Dissertations & Theses Global.

3. Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson,V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195– 207. https://doi.org/10.1177/001440290507100205

4. Carter, E. W. (2018). Inclusive higher education and a future of flourishing. In Inclusive higher education: Practices and perspectives from the Southeast. (pp 4–13). Vanderbilt Kennedy Center for Excellence in Developmental Disabilities.

5. Carter, E. W., Gustafson, J. R., Mackay, M. M., Martin, K. P, Parsley, M. V., Graves, J., & Cayton,J. (2019). Motivations and expectations of peer mentors within inclusive higher education programs for students with intellectual disability. Career Development and Transition for Exceptional Individuals, 42(3), 168– 178. https://doi.org/10.1177/2165143418779989

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. ‘How are you doing?’: college instructors’ relationships and communication with students with intellectual disabilities;International Journal of Developmental Disabilities;2023-02-16

2. Making a Case for the Inclusion of People with Intellectual Disabilities in Higher Education;Disabilities;2022-07-20