Inclusive First-Year Orientation Programs Involving Undergraduates with Intellectual Disability: Exploring Barriers and Belonging

Autor/inn/en	Schroeder, Elizabeth T.; Carter, Erik W.; Simplican, Stacy Clifford
Titel	Inclusive First-Year Orientation Programs Involving Undergraduates with Intellectual Disability: Exploring Barriers and Belonging
Quelle	In: Journal of Postsecondary Education and Disability, 34 (2021) 3, S.239-252 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Inclusion; School Orientation; College Freshmen; Students with Disabilities; Intellectual Disability; Barriers; College Environment; Student Experience; Undergraduate Students; Student Personnel Services; Interaction; Proximity; Student School Relationship; Interpersonal Relationship; Student Interests; Peer Relationship; Group Dynamics; Program Content; Student Characteristics; Attitudes toward Disabilities; Program Effectiveness; College Faculty + Suchen Sie Ihr Suchwort? Inklusion; Studienanfänger; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Hochschulumwelt; Studienerfahrung; Interaktion; Lebensnähe; Schüler-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studieninteresse; Peer-Beziehungen; Gruppendynamik; Programmgestaltung; Fakultät
Abstract	As increasing numbers of colleges establish inclusive postsecondary education programs, it is important to explore how students with intellectual disability are supported in all aspects of campus life. The present study focused on inclusive first-year orientation programs from the vantage point of 16 student group leaders, faculty group leaders, and students with intellectual disability. The researchers used individual interviews to examine how participants described, experienced, and supported the concept of belonging within the context of these semester-long, inclusive groups. Belonging was seen as a multi-dimensional concept that is neither automatically experienced nor fostered without challenges. However, efforts to support belonging were seen as having a reciprocal and sometimes substantial benefit. Implications for inclusive postsecondary education programs and disability services staff are discussed, as well as recommendations for future research. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01