Navigating Risk? Enrollment in Inclusive Post-Secondary Education during COVID-19
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| Title: | Navigating Risk? Enrollment in Inclusive Post-Secondary Education during COVID-19 |
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| Language: | English |
| Authors: | Randall Owen, Ruby Batz |
| 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 Higher Education High Schools Secondary Education |
| Descriptors: | COVID-19, Pandemics, Inclusion, Postsecondary Education, Intellectual Disability, Developmental Disabilities, Access to Education, Equal Opportunities (Jobs), Student Characteristics, Employment Potential, At Risk Students, Decision Making, College Attendance, College Bound Students, Students with Disabilities, Student Attitudes, Accessibility (for Disabled), Parent Attitudes |
| DOI: | 10.13021/jipe.2024.3637 |
| ISSN: | 2642-8679 |
| Abstract: | This study explores challenges faced by young adults with intellectual and developmental disabilities (IDD) and their families enrolling in inclusive postsecondary education (IPSE) programs during COVID-19. The benefits of attending IPSE programs are well-documented, but this group is disadvantaged accessing postsecondary education and employment. The heightened risk of COVID-19 for people with IDD further complicates decision-making. Through interviews with 11 students with IDD and 10 parents, the study explores decisions about enrolling in IPSE, highlighting the importance of access to alternative options, expectations during the pandemic, and the ability of IPSE programs to adapt to future challenges, notably online options. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442116 |
| Database: | ERIC |
| Abstract: | This study explores challenges faced by young adults with intellectual and developmental disabilities (IDD) and their families enrolling in inclusive postsecondary education (IPSE) programs during COVID-19. The benefits of attending IPSE programs are well-documented, but this group is disadvantaged accessing postsecondary education and employment. The heightened risk of COVID-19 for people with IDD further complicates decision-making. Through interviews with 11 students with IDD and 10 parents, the study explores decisions about enrolling in IPSE, highlighting the importance of access to alternative options, expectations during the pandemic, and the ability of IPSE programs to adapt to future challenges, notably online options. |
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| ISSN: | 2642-8679 |
| DOI: | 10.13021/jipe.2024.3637 |
