Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-01-30 DOI:10.1177/07419325231226109

Phillandra S. Smith, Beth Myers

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Abstract

Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses and even classroom spaces, navigating access to actual course content remains a challenge for many students and their instructors. Using semi-structured interviews with 10 students with ID at an IPSE program in the northeastern United States, this qualitative study was conducted to examine students’ experiences accessing course content in university courses. We highlight factors that students identified as significant contributors to their ability to access course content and experience success in the courses they took. Findings reveal that the students attribute a positive or negative course experience to course instructors’ relatability and ability to make course content accessible. Students discussed their desire to be viewed as fully matriculated students while receiving support. Implications for practice are provided.

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讲述机会与代理：智障学生分享他们接受高等教育的经历

通过发展全纳中学后教育（IPSE）项目，越来越多的智障（ID）学生有机会进入大专院校学习。尽管他们可以进入大专院校的校园甚至教室，但对于许多学生和他们的导师来说，如何接触实际的课程内容仍然是一个挑战。通过对美国东北部一个 IPSE 项目中的 10 名智障学生进行半结构化访谈，本定性研究考察了学生在大学课程中获取课程内容的经历。我们强调了学生们认为对他们获取课程内容的能力和在所选课程中取得成功有重要影响的因素。研究结果表明，学生将积极或消极的课程体验归因于课程教师的亲和力和使课程内容易于理解的能力。学生们讨论了他们希望在获得支持的同时被视为完全合格的学生的愿望。研究还提供了对实践的启示。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.