Students with Intellectual Disability in Higher Education: Adult Service Provider Perspectives

Autor/inn/en	Sheppard-Jones, Kathleen; Kleinert, Harold Lawrence; Druckemiller, Wendy; Ray, Megan Kovacevich
Titel	Students with Intellectual Disability in Higher Education: Adult Service Provider Perspectives
Quelle	In: Intellectual and Developmental Disabilities, 53 (2015) 2, S.120-128 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9491
DOI	10.1352/1934-9556-53.2.120
Schlagwörter	Mental Retardation; Higher Education; Postsecondary Education; Social Development; Job Skills; Transitional Programs; Federal Government; State Government; Access to Education; Developmental Disabilities; Knowledge Level; Statistical Analysis; Administrators + Suchen Sie Ihr Suchwort? Geistige Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Soziale Entwicklung; Produktive Fertigkeit; Bundesregierung; Bund-Länder-Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Entwicklungsstörung; Wissensbasis; Statistische Analyse
Abstract	Postsecondary education (PSE) is increasingly becoming an option for students with intellectual disability (ID; Grigal & Hart, 2012). Postsecondary education offers the promise of pursuing a valued social role (that of college student), enhanced social networks, and, most significantly, increased employment options. To date, research and practice in the area of transition to PSE for students with ID has focused primarily upon the sending (public school systems) and receiving (colleges or universities) agencies (Oertle & Bragg, 2014; Thoma et al., 2011). Yet adults with ID often require ongoing supports through state and federally funded developmental disability waivers, and agency providers of waiver services have, for the most part, not been part of this vital conversation. This study represents an exploratory study of directors of developmental disability provider agencies in one midwestern state to assess their knowledge of PSE for individuals with ID. A total of 87 directors responded; quantitative results are presented and, based on these findings, we provide implications for the future. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01