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'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
FullText Text:
  Availability: 0
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  Data: 'I Learned I Love to Read:' Perspectives from Undergraduates with Intellectual Disability
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Postsecondary+Education+and+Disability%22"><i>Journal of Postsecondary Education and Disability</i></searchLink>. 2023 36(2):117-133.
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  Data: 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
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  Data: 17
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  Data: 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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  Data: EJ1434995
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 117
    Subjects:
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: On Campus Students
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Sense of Community
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Public Colleges
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      – SubjectFull: Residential Programs
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      – SubjectFull: School Involvement
        Type: general
      – SubjectFull: Student Motivation
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    Titles:
      – TitleFull: 'I Learned I Love to Read:' Perspectives from Undergraduates with Intellectual Disability
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