Family Evaluation of Postsecondary Programs for Students with an Intellectual Disability
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| Title: | Family Evaluation of Postsecondary Programs for Students with an Intellectual Disability |
|---|---|
| Language: | English |
| Authors: | Margo Izzo, Amy Shuman, Jessie C. Green, Andrew Buck, Eric Anderson, Diane E. Weinbrandt |
| Source: | Journal of Inclusive Postsecondary Education. 2024 6(1). |
| Availability: | George Mason University Libraries. 4400 University Drive, MS 2FL, Fairfax, VA 22030. e-mail: publish@gmu.edu; Web site: https://publishing.gmu.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education |
| Descriptors: | Postsecondary Education, Family Attitudes, Students with Disabilities, Intellectual Disability, Program Evaluation, Skill Development, Self Advocacy, Technological Literacy, Job Skills, Program Effectiveness |
| Geographic Terms: | Ohio |
| DOI: | 10.13021/jipe.2024.3277 |
| ISSN: | 2642-8679 |
| Abstract: | During the past decade, numerous postsecondary programs for students with intellectual disability have emerged as have standards to improve the quality of those programs. We used the Think College Standards for Inclusive Higher Education to develop a family survey to evaluate and improve programs. Overall, family responses were positive for most of the standards and indicated that students gained self-advocacy, technology and employment skills. Families indicated that we can improve on two standards: coordination/collaboration with adult services, and career development. Perspectives from families of current and past students provide critical information that enhances the quality of postsecondary programs for students with ID. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441956 |
| Database: | ERIC |
| Abstract: | During the past decade, numerous postsecondary programs for students with intellectual disability have emerged as have standards to improve the quality of those programs. We used the Think College Standards for Inclusive Higher Education to develop a family survey to evaluate and improve programs. Overall, family responses were positive for most of the standards and indicated that students gained self-advocacy, technology and employment skills. Families indicated that we can improve on two standards: coordination/collaboration with adult services, and career development. Perspectives from families of current and past students provide critical information that enhances the quality of postsecondary programs for students with ID. |
|---|---|
| ISSN: | 2642-8679 |
| DOI: | 10.13021/jipe.2024.3277 |
