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A 25-Year Meta-Analysis of Interventions Conducted in Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities

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Bibliographic Details
Title: A 25-Year Meta-Analysis of Interventions Conducted in Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities
Language: English
Authors: Suzanne Woods-Groves (ORCID 0009-0001-5600-3986), Derek B. Rodgers, Kelly B. Schweck, Kinga Balint-Langel (ORCID 0000-0001-9892-1163), Elizabeth Danson (ORCID 0009-0006-8681-6167), Tara Tucker
Source: Education and Training in Autism and Developmental Disabilities. 2025 60(4):424-447.
Availability: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Students with Disabilities, Intellectual Disability, Developmental Disabilities, Inclusion, Intervention, Access to Education, Assistive Technology, Academic Accommodations (Disabilities), Accessibility (for Disabled), Program Effectiveness
DOI: 10.1177/21541647251403455
ISSN: 2154-1647
Abstract: College students with intellectual and developmental disabilities (IDD) enrolled in inclusive postsecondary education programs receive individualized support to increase their independence within academic, independent living, health/wellness, and career readiness contexts. This meta-analysis of 51 studies examined the impact of interventions conducted over the past 25 years. There were 293 participants ranging in age from 19 to 28 years across 44 single case and seven experimental intervention studies. All participants had a diagnosis of IDD and attended inclusive postsecondary education programs in the U.S. Interventions mainly occurred on university or college campuses and used assistive technology along with systematic instruction and or prompting with visual supports, to target academic (39.2%), independent living/health wellness (29.4%), and career readiness (31.4%) skills. Overall reported fidelity and interrater reliability metrics exceeded What Works Clearinghouse 5.0 (2022) criteria. Results from a series of hierarchical, multilevel meta-analytic models revealed a large positive overall effect across studies regardless of participants' disability category. The authors discussed implications regarding instruction provided by inclusive postsecondary education programs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496415
Database: ERIC
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Abstract:College students with intellectual and developmental disabilities (IDD) enrolled in inclusive postsecondary education programs receive individualized support to increase their independence within academic, independent living, health/wellness, and career readiness contexts. This meta-analysis of 51 studies examined the impact of interventions conducted over the past 25 years. There were 293 participants ranging in age from 19 to 28 years across 44 single case and seven experimental intervention studies. All participants had a diagnosis of IDD and attended inclusive postsecondary education programs in the U.S. Interventions mainly occurred on university or college campuses and used assistive technology along with systematic instruction and or prompting with visual supports, to target academic (39.2%), independent living/health wellness (29.4%), and career readiness (31.4%) skills. Overall reported fidelity and interrater reliability metrics exceeded What Works Clearinghouse 5.0 (2022) criteria. Results from a series of hierarchical, multilevel meta-analytic models revealed a large positive overall effect across studies regardless of participants' disability category. The authors discussed implications regarding instruction provided by inclusive postsecondary education programs.
ISSN:2154-1647
DOI:10.1177/21541647251403455