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Does participation in higher education make a difference in life outcomes for students with intellectual disability?

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Title: Does participation in higher education make a difference in life outcomes for students with intellectual disability?
Authors: Butler, Laura N.1 laura.smith2@uky.edu, Sheppard-Jones, Kathy1, Whaley, Barry1, Harrison, Beth1, Osness, Michelle1
Source: Journal of Vocational Rehabilitation. 2016, Vol. 44 Issue 3, p295-298. 4p.
Subject Terms: *Employment, *People with disabilities, *Undergraduate programs, *Educational outcomes, Health status indicators, People with intellectual disabilities, Surveys, Secondary analysis, Data analysis software
Abstract: BACKGROUND: There has been a great migration of students with intellectual disability (ID) into the college world. The Higher Education Opportunities Act of 2008 (HEOA) has opened the door to postsecondary education to a previously untapped market of students. As a result, programs for students with intellectual disability have been developed around the country to support this historic systems change (Lee, 2009). Along with improved job prospects as one important measure of success, college participation also brings opportunity for personal and social development. OBJECTIVE: With seven years passing since the HEOA, it is prudent to assess outcomes for those students who are choosing to continue their education beyond high school. The National Core Indicators provide a unique opportunity to assess impact of higher education across life domains, historically used to determine developmental disability service system quality of life outcomes. Here, we discuss higher education and outcomes around employment, health, relationships and medications. METHODS: Students who had completed at least two semesters of college in Kentucky were surveyed about life outcomes using the National Core Indicators (NCI) Adult Consumer Survey (ACS). RESULTS: Findings on health, medications, employment, and relationships are reported. CONCLUSION: Participation in higher education can positively impact life outcomes across a variety of domains. This research represents a first step in utilizing a nationally recognized instrument that takes a holistic view of outcomes for adults with IDD to assess impact of participation in higher education. While the results are promising, further studies using larger samples are needed. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:BACKGROUND: There has been a great migration of students with intellectual disability (ID) into the college world. The Higher Education Opportunities Act of 2008 (HEOA) has opened the door to postsecondary education to a previously untapped market of students. As a result, programs for students with intellectual disability have been developed around the country to support this historic systems change (Lee, 2009). Along with improved job prospects as one important measure of success, college participation also brings opportunity for personal and social development. OBJECTIVE: With seven years passing since the HEOA, it is prudent to assess outcomes for those students who are choosing to continue their education beyond high school. The National Core Indicators provide a unique opportunity to assess impact of higher education across life domains, historically used to determine developmental disability service system quality of life outcomes. Here, we discuss higher education and outcomes around employment, health, relationships and medications. METHODS: Students who had completed at least two semesters of college in Kentucky were surveyed about life outcomes using the National Core Indicators (NCI) Adult Consumer Survey (ACS). RESULTS: Findings on health, medications, employment, and relationships are reported. CONCLUSION: Participation in higher education can positively impact life outcomes across a variety of domains. This research represents a first step in utilizing a nationally recognized instrument that takes a holistic view of outcomes for adults with IDD to assess impact of participation in higher education. While the results are promising, further studies using larger samples are needed. [ABSTRACT FROM AUTHOR]
ISSN:10522263
DOI:10.3233/JVR-160804