Article
Community Conversations on Inclusive Higher Education for Students With Intellectual Disability
Career Development and Transition for Exceptional Individuals
(2019)
Abstract
Amid rapid growth in the higher education movement, access to inclusive higher education for students with intellectual disability (ID) remains limited. This study used "community conversations" to explore how stakeholders in three communities envisioned the inclusion of students with ID on their local college campus and the supports needed to launch new postsecondary programs. Conceptualizations of inclusion extended beyond the experiences students might have and addressed skill development, training and supports, campus and community attitudes, and potential partnerships. Stakeholders identified a constellation of people and resources needed to support successful college experiences. We offer recommendations aimed at spurring inclusive higher education experiences and highlight community conversations as a promising approach for informing the initial movements of local planning teams. [Partial support for this work came from a Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant from the Office of Postsecondary Education, U.S. Department of Education and the Vanderbilt Institute for Clinical and Translational Research grant support.]
Keywords
- Intellectual Disability,
- Inclusion,
- Higher Education,
- Stakeholders,
- Postsecondary Education,
- Student Needs,
- Skill Development,
- Training,
- Academic Support Services,
- Partnerships in Education,
- Community Involvement,
- Teamwork,
- Family School Relationship,
- School Community Relationship,
- Participative Decision Making,
- Student Personnel Services
Disciplines
Publication Date
February 1, 2019
DOI
10.1177/2165143418781303
Citation Information
Jennifer L. Bumble, Erik W. Carter, Lauren K. Bethune, Tammy Day, et al.. "Community Conversations on Inclusive Higher Education for Students With Intellectual Disability" Career Development and Transition for Exceptional Individuals Vol. 42 Iss. 1 (2019) p. 29 - 42 Available at: http://works.bepress.com/jennifer-bumble/3/