Students with Intellectual and Developmental Disabilities in Inclusive Higher Education: Perceptions of Stakeholders in a First-Year Experience

Autor/inn/en	Brewer, Robin; Movahedazarhouligh, Sara
Titel	Students with Intellectual and Developmental Disabilities in Inclusive Higher Education: Perceptions of Stakeholders in a First-Year Experience
Quelle	In: International Journal of Inclusive Education, 25 (2021) 9, S.993-1009 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brewer, Robin) ORCID (Movahedazarhouligh, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1597184
Schlagwörter	Students with Disabilities; Intellectual Disability; Developmental Disabilities; On Campus Students; College Freshmen; Program Implementation; Program Effectiveness; Teacher Attitudes; Student Attitudes; Stakeholders; Inclusion; Postsecondary Education; Academic Achievement; Career Development; Interpersonal Competence; Independent Living; Barriers + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Studienanfänger; Lehrerverhalten; Schülerverhalten; Inklusion; Post-secondary education; Tertiäre Bildung; Schulleistung; Berufsentwicklung; Interpersonale Kompetenz; Selbstverantwortung
Abstract	Post-secondary education and students with intellectual and developmental disabilities (ID/DD) have not historically been viewed as compatible. In recent years, a growing number of colleges have offered opportunities for students with intellectual disabilities to take part in inclusive post-secondary education. This qualitative study was conducted on the performance of a first-year, post-secondary inclusive education programme in a university in the United States to (a) better understand each stakeholder group's perspectives regarding both social and academic inclusion of students with ID/DD in post-secondary education, (b) identify barriers, challenges, strengths and needs of the programme through the first-year experiences and, (c) report on the successful inclusion of students in an inclusive post-secondary environment. Recommendations and learned strategies are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01