A comparison of the college experience for students with and without disabilities

Abstract

Students with intellectual and developmental disabilities (IDD) have joined the ranks of college students in pursuit of personal independence, community integration, and employment. To achieve these aims, there is a need for a strong understanding of the college experience for students with IDD, including identification of the academic, social, and personal challenges they face as well as the supports that are available to address those challenges. This research provides preliminary insights into the college experience for students with IDD by comparing the perceptions, attitudes, and activities of students with IDD to those of students without disabilities and students with mild learning disabilities (MLD). Our data suggest a number of similarities in the college experience for students with and without disabilities such as similar influences from family and teachers with respect to attending college. In addition, some surprising advantages expressed by students with IDD were found, such as reporting greater ease in developing close friendships than students with MLD. Considerations and discussion on the ways in which students with IDD benefit from the additional supports and services provided to them are also discussed.

The lived experience of people with intellectual disabilities in post-secondary or higher education

“…Academic supports and inclusive practices are identified in the previous research (Goode, 2007;O'Connor et al, 2012;Plotner and May, 2019;Rillotta et al, 2020); however, further research is required. This research could, for example, ascertain the most appropriate model of programme and explore current best practice, regarding mentors and their role, lectures and teaching strategies, academic and other adjustments and general challenges in supporting people with intellectual disabilities in post-secondary or higher education.…”

“…Combating exclusion is essential to ensuring that economies can develop, while those at most risk can become part of the knowledge society and make their contribution (Higher Education Authority, 2015; Madaus et al, 2014; Stodden and Mruzek, 2010). People with intellectual disabilities value the opportunity to learn (Blumberg et al, 2008; Rillotta et al, 2020; Spassiani et al, 2017), have increased self-esteem and opportunities (Blumberg et al, 2008; Stefánsdóttir and Björnsdóttir, 2015; Weinkauf, 2002), feel more confident and independent (Wilson et al, 2012), widen their social networks (Folk et al, 2012; Plotner and May, 2019; Rillotta et al, 2020; Stefánsdóttir and Björnsdóttir, 2015) and have better employment opportunities (Butler et al, 2016; Stefánsdóttir and Björnsdóttir, 2015). In addition, the moral argument for inclusion is particularly strong as people with intellectual disability deserve to have their dreams fulfilled while avoiding the vulnerabilities associated with segregation (Uditsky and Hughson, 2012).…”

Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors

“…Therefore, inclusive PSE programmes need to be regularly reviewed and evaluated in order to optimize students' experiences and outcomes. Given the variations in programme models (Grigal et al, 2012;Hart et al, 2004Hart et al, , 2006Plotner and May, 2017;Uditsky and Hughson, 2012), it would be advantageous to have further evidence identifying the benefits and challenges associated with inclusive individual support models.…”

“…Even though the results demonstrated the personal and intellectual development of the auditing students, the outcomes are not necessarily the same as the mainstream students who receive a formal qualification, potentially providing greater employment opportunities. Future research should build upon that of Plotner and May (2017) to compare the outcomes of university for students with ID to their peers without ID. Further research is also required to explore the transition of auditing students who have completed the UTHP to examine whether personal benefits continue beyond their time at university.…”

“…Overall, inclusive PSE promotes the perception that students with ID are more similar to peers without ID than different and increases students’ expectations of themselves and what they can achieve (Hart et al, 2006). Moreover, students with ID have reported similar academic experiences to students without disabilities, such as keeping up with readings, interacting with faculty and ability to perform academically (Plotner and May, 2017). Inclusive PSE also encourages positive attitudes towards students with ID in university communities (Griffin et al, 2012; May, 2012), including supportive faculty (Plotner and Marshall, 2015).…”