A Survey of Postsecondary Education Programs for Students with Intellectual Disabilities in the United States

Autor/inn/en	Grigal, Meg; Hart, Debra; Weir, Cate
Titel	A Survey of Postsecondary Education Programs for Students with Intellectual Disabilities in the United States
Quelle	In: Journal of Policy and Practice in Intellectual Disabilities, 9 (2012) 4, S.223-233 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1122
DOI	10.1111/jppi.12012
Schlagwörter	Postsecondary Education; Employment; Mental Retardation; Dual Enrollment; Colleges; National Surveys; Institutional Characteristics; Referral; College Applicants; Access to Education; Residential Institutions; Outcomes of Education; Student Recruitment; College Admission; Extracurricular Activities; Financial Support; Student Experience; Measures (Individuals) + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Dienstverhältnis; Geistige Behinderung; Doppelstudium; College; Hochschule; Fachhochschule; College applications; Studienbewerber; Education; Access; Bildung; Zugang; Bildungszugang; Wohnumgebung; Lernleistung; Schulerfolg; Hochschulzugang; Hochschulzulassung; Zulassung; Außerunterrichtliche Aktivität; Finanzielle Förderung; Studienerfahrung; Messdaten
Abstract	The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID. The survey consisted of 63 items organized into 10 sections including: institution or program characteristics, dual enrollment characteristics, referral and application process, college course access and supports, employment, residential options and campus access, family support, student outcomes, challenges, and program contact information. Some 149 programs in institutions of higher education in 39 states indicated that they served students with ID. PSE program characteristics included basic characteristics, recruitment and admission, course access, campus activities, accommodations, funding, collaboration, employment, and residential services. The results of the survey show that for students with an ID, the college experience differs in a number of important ways from the experiences of their peers without an ID. The high degree of variability among programs responding to the survey suggests that the experiences of students with ID differ from one program to another as well. The authors note that their findings can be used to describe current practice as well as to serve as a baseline of practice that will be important to reference as the field evolves. (Contains 4 tables, 3 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10