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Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability

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Title: Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability
Language: English
Authors: Cook, Amy L., Wilczenski, Felicia L., Vanderberg, Laura
Source: Journal of the American Academy of Special Education Professionals. Win 2017:25-44.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Higher Education
High Schools
Secondary Education
Descriptors: Postsecondary Education, Self Determination, Intellectual Disability, Urban Schools, Public Colleges, Transitional Programs, High School Students, Dual Enrollment, At Risk Students, Student Surveys, Self Management, Interviews, Statistical Analysis
ISSN: 2325-7466
Abstract: There have been significant advances in educational programming and postsecondary options targeting acquisition of self-determination skills among students with intellectual disability. This article provides a description of an inclusive concurrent enrollment (ICE) program at an urban public university and describes findings related to student acquisition of self-determination skills necessary for successful postsecondary transition. A sequential explanatory design was employed to examine the development of self-determination among nine participants who engaged in ICE ranging from one to three semesters. Findings indicated that students who participated for at least two semesters demonstrated growth in self-determination, whereas no significant growth was observed for students who participated one semester. These preliminary findings suggest that ICE is a promising transition practice. Further research is needed to examine the impact of program duration on development of self-determination skills to increase college access.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1129638
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability
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  Data: <searchLink fieldCode="AR" term="%22Cook%2C+Amy+L%2E%22">Cook, Amy L.</searchLink><br /><searchLink fieldCode="AR" term="%22Wilczenski%2C+Felicia+L%2E%22">Wilczenski, Felicia L.</searchLink><br /><searchLink fieldCode="AR" term="%22Vanderberg%2C+Laura%22">Vanderberg, Laura</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. Win 2017:25-44.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Dual+Enrollment%22">Dual Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: 2325-7466
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  Data: There have been significant advances in educational programming and postsecondary options targeting acquisition of self-determination skills among students with intellectual disability. This article provides a description of an inclusive concurrent enrollment (ICE) program at an urban public university and describes findings related to student acquisition of self-determination skills necessary for successful postsecondary transition. A sequential explanatory design was employed to examine the development of self-determination among nine participants who engaged in ICE ranging from one to three semesters. Findings indicated that students who participated for at least two semesters demonstrated growth in self-determination, whereas no significant growth was observed for students who participated one semester. These preliminary findings suggest that ICE is a promising transition practice. Further research is needed to examine the impact of program duration on development of self-determination skills to increase college access.
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  Data: 2017
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  Label: Accession Number
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  Data: EJ1129638
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1129638
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 25
    Subjects:
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Dual Enrollment
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
    Titles:
      – TitleFull: Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability
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            NameFull: Wilczenski, Felicia L.
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            NameFull: Vanderberg, Laura
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              M: 01
              Type: published
              Y: 2017
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            – TitleFull: Journal of the American Academy of Special Education Professionals
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