Graduates' Perceptions of an American Post-Secondary Education Programme's Value for Individuals With Intellectual Disabilities

Abstract

In 2008, the United States passed the Higher Education Opportunity ACT (Public Law 110-315). The goal of this legislation was to increase the participation of individuals with intellectual disabilities in post-secondary education (PSE) programmes and improve the abysmal (14%) employment rate among this population. To help start PSE programmes on college campuses, many universities waived their normal enrolment requirements and established unique entrance prerequisites for these specialised programmes to increase inclusive participation. Today, there are 318 PSE programmes located across 49 of the 50 United States. Utilising a qualitative design, researchers conducted semi-focused interviews with 13 recent PSE graduates to give voice to this marginalised group of students. Researchers examined graduates' perceptions of the benefits and shortcomings of their college experiences and how the programme prepared them for life after college. Using thematic and deductive analysis, 14 themes and 3 subthemes were identified. Implications of these findings for research and practice are discussed.

Citation

Randall, K.N., Ryan, J.B. and Carlson, A. (2024), "Graduates' Perceptions of an American Post-Secondary Education Programme's Value for Individuals With Intellectual Disabilities", Rose, R. and Shevlin, M. (Ed.) Including Voices (International Perspectives on Inclusive Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. 203-216. https://doi.org/10.1108/S1479-363620240000023016