Parents' perceptions of outcomes of a college program for students with intellectual disabilities: Beyond the classroom.
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| Title: | Parents' perceptions of outcomes of a college program for students with intellectual disabilities: Beyond the classroom. |
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| Authors: | Watts, Gavin W. (AUTHOR), Davis, Mariya T. (AUTHOR), López, Eric J. (AUTHOR), Reynolds, Megan A. (AUTHOR) |
| Source: | Journal of Intellectual & Developmental Disability. Dec2025, Vol. 50 Issue 4, p411-423. 13p. |
| Subjects: | Human services programs, Qualitative research, Secondary analysis, Optimism, Research funding, Educational outcomes, Participant observation, Responsibility, Parent attitudes, Mainstreaming in special education, Home environment, Body image, Attitudes toward disabilities, Judgment sampling, Descriptive statistics, Intellectual disabilities, Thematic analysis, Social integration, Family attitudes, Transitional programs (Education), Ability, Social networks, College students, Exit interviewing, Learning strategies, Training, Self-perception, Hope |
| Geographic Terms: | Texas |
| Abstract: | Background: As the number of postsecondary education programs offering opportunities for individuals with intellectual disabilities to attend college increases, so does the investigation into the outcomes of these programs. Gaps in the literature are apparent, especially related to programming at Minority Serving Institutions (MSI). Method: The study explored parents' observations of their children's outcomes outside of the classroom (e.g., at home, in the community, related to their participation in an inclusive university program. Fourteen parents of currently enrolled students participated in in-depth exit interviews. Applied thematic analysis was conducted on the qualitative data. Results: Participant responses revealed three major themes: (i) developments at home: generalised skills and behaviours; (ii) enhanced social integration and student self-image; and (iii) developments in parents' perceptions of disability. Conclusion: Implications for practice and more effective programming are discussed in support of students' increased independence and participation as active members of their communities. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intellectual & Developmental Disability is the property of Taylor & Francis Ltd 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: | Psychology and Behavioral Sciences Collection |
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