Predictors of Inclusive Course Enrollments in Higher Education by Students With Intellectual and Developmental Disabilities

被引：7

作者：

Papay, Clare ^{[1
]}

Grigal, Meg ^{[1
]}

Hart, Debra ^{[1
]}

Kwan, Ngai ^{[1
]}

Smith, Frank A. ^{[1
]}

机构：

[1] Univ Massachusetts, Inst Community Inclus, 100 Morrisey Blvd, Boston, MA 02125 USA

来源：

INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | 2018年 / 56卷 / 06期

关键词：

intellectual and developmental disabilities; higher education; college; inclusion; POSTSECONDARY EDUCATION;

D O I：

10.1352/1934-9556-56.6.458

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed. Significant predictors were the age of the student, whether the student attended a program that offered access to regular student advising or provided an official transcript, whether the student took any specialized courses, and whether the student had a paid job or participated in particular career development experiences. Implications for higher education programs are discussed.

引用

页码：458 / 470

页数：13

共 19 条

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