Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs.
Saved in:
| Title: | Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs. |
|---|---|
| Authors: | Lansey, Kirsten R.1 klansey@arizona.edu, MacFarland, Stephanie Z. C.1, Antia, Shirin D.1 |
| Source: | Research & Practice for Persons with Severe Disabilities. Jun2024, Vol. 49 Issue 2, p71-87. 17p. |
| Subject Terms: | *Student assistance programs, *Qualitative research, *Psychology of high school students, *Students with disabilities, *Goal (Psychology), *Experience, *Intellectual disabilities, *Developmental disabilities, *Student attitudes, *Employment, Research funding, Evaluation of human services programs, Social support, Psychosocial factors |
| Abstract: | Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students' perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants' employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant's employment, education, and social goals. Implications for practice and research and study limitations are described. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students' perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants' employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant's employment, education, and social goals. Implications for practice and research and study limitations are described. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15407969 |
| DOI: | 10.1177/15407969241235382 |
