'I Learned I Love to Read:' Perspectives from Undergraduates with Intellectual Disability
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| Title: | 'I Learned I Love to Read:' Perspectives from Undergraduates with Intellectual Disability |
|---|---|
| Language: | English |
| Authors: | Elizabeth K. King, Hannah B. Sullens, Kim J. Roam, Eli W. Jones |
| Source: | Journal of Postsecondary Education and Disability. 2023 36(2):117-133. |
| Availability: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intellectual Disability, Undergraduate Students, Student Attitudes, Students with Disabilities, On Campus Students, Interpersonal Relationship, Sense of Community, Self Concept, Parent Attitudes, Teacher Attitudes, Peer Relationship, Program Effectiveness, Public Colleges, Residential Programs, School Involvement, Student Motivation |
| ISSN: | 2379-7762 2328-3343 |
| Abstract: | Students' discussions of their experiences in postsecondary programs for undergraduates with intellectual disability is a largely untapped yet fundamental resource in the examination of inclusive university programs. Through phenomenological interviews of undergraduates enrolled in a program for students with intellectual disability, we explored student descriptions of their experiences in their first semester living on a college campus. Additionally, we assessed the perceptions of others involved in the program, including students' peer mentors, their parents, and their faculty. Students' experiences mirrored those of many college students throughout their first semester, yet there were successes and challenges specific to these students with respect to relationships, belonging, sense of self, and understanding others. Parents reported gains in students' sense of self, confidence, and interpersonal skills, but reported that students may need more focus on developing career-related skills. Peer-mentors and faculty noted both positive effects of the program on the students as well as on themselves. We offer recommendations for research and practice focused on creating truly inclusive environments for undergraduate students with intellectual disability. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434995 |
| Database: | ERIC |
| Abstract: | Students' discussions of their experiences in postsecondary programs for undergraduates with intellectual disability is a largely untapped yet fundamental resource in the examination of inclusive university programs. Through phenomenological interviews of undergraduates enrolled in a program for students with intellectual disability, we explored student descriptions of their experiences in their first semester living on a college campus. Additionally, we assessed the perceptions of others involved in the program, including students' peer mentors, their parents, and their faculty. Students' experiences mirrored those of many college students throughout their first semester, yet there were successes and challenges specific to these students with respect to relationships, belonging, sense of self, and understanding others. Parents reported gains in students' sense of self, confidence, and interpersonal skills, but reported that students may need more focus on developing career-related skills. Peer-mentors and faculty noted both positive effects of the program on the students as well as on themselves. We offer recommendations for research and practice focused on creating truly inclusive environments for undergraduate students with intellectual disability. |
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| ISSN: | 2379-7762 2328-3343 |
