Exploring Florida's Inclusive Postsecondary Education Programs.
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| Title: | Exploring Florida's Inclusive Postsecondary Education Programs. |
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| Authors: | Heron, Laura M.1 lauramheron4@gmail.com, Agarwal, Rumi2 ragarwal@fiu.edu, Becht, Kathleen3 Kathleen.Becht@umb.edu, Roberts-Dahm, L. Danielle3 Danielle.Dahm@umb.edu, Burke, Shanna L.3 sburke@fiu.edu |
| Source: | Journal of Postsecondary Education & Disability. Summer2023, Vol. 36 Issue 2, p135-151. 17p. |
| Subject Terms: | *Education of people with intellectual disabilities, *Postsecondary education, *Inclusive education, *Life skills, *Intellectual disabilities, *Students with disabilities |
| Geographic Terms: | Florida |
| Abstract: | Inclusive Postsecondary Education (IPSE) programs offer students with intellectual disabilities (ID) the opportunity to enhance academic, career, and independent living skills, with the ultimate goal of preparing them for meaningful employment. Given the significance of such programs and their rapid growth across the country and in Florida, an ongoing examination of the progress, challenges, and support needs of IPSE programs is crucial. To extend current research efforts at the state level, two focus groups (n = 12) were conducted representing 11 of Florida's IPSE programs and one state agency to explore the experiences of IPSE programs in Florida. Four major themes were generated following thematic analysis of data: the need for preparing students and families for postsecondary education environments, the types of support Florida's IPSE programs have received, the major barriers IPSE programs are currently facing, and finally, what IPSE programs need in the future to continue to support students with ID. Findings from this study offer significant insights into the current status and needs of Florida's IPSE programs and serve to inform the work of disability resource providers, and the creation, expansion, and sustainability of IPSE programs across the state. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Postsecondary Education & Disability is the property of Association on Higher Education & Disability (AHEAD) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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