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ERIC Number: EJ1026895
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 29
Postsecondary Education for Students with Intellectual Disability (ID): Complex Layers
Thoma, Colleen A.
Journal of Postsecondary Education and Disability, v26 n4 p285-302 Win 2013
This phenomenological research study investigated nine postsecondary programs for youth and young adults with disabilities to determine the range of supports and services provided as well as the program development process. Each program had unique features and components and those differences were typically the result of the mission, values, and/or priorities of the program directors and staff. Findings also indicated that there were a number of complex layers that program staff navigated as they developed, implemented, and evaluated their program activities and the impact they had on student growth and development. Some of these complex layers involved policies and procedures at the university itself. Other layers included collaboration with other agencies including local school districts and efforts to identify, collect, and analyze evaluation data that could provide information on important program components. Implications for policy and practice as well as further research are provided.
Descriptors: Postsecondary Education, Mental Retardation, Phenomenology, Investigations, College Programs, Related Services (Special Education), Program Evaluation, Program Effectiveness, Program Development, Qualitative Research, Semi Structured Interviews, Observation, Content Analysis, Institutional Mission, Educational Philosophy, Program Improvement, Partnerships in Education, Administrator Attitudes
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: email@example.com; Web site: http://www.ahead.org/publications/jped
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A