A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

Abstract

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability

“…As the number of these higher education programs for students with ID has grown, studies have shown that studying at university is beneficial for students with ID [ 10 , 20 , 21 , 22 , 23 ]. These benefits include increased employment opportunities, social inclusion, independent living, and improved quality of life.…”

“…In recent years, legislative changes in favor of students with ID at university and the reported benefits of this experience have led to an increase in the number of these students, as their families and they themselves see university as a viable opportunity for them [ 22 , 32 ]. Students with ID have several reasons for enrolling in higher education programs, including perceived social benefits, a desire to improve their chances of finding and securing paid employment, and the opportunity to make new friends, especially friends without disabilities [ 19 , 33 , 34 , 35 ].…”

The Case for Early Transition-Planning for Students With Significant Support Needs: Implications for Policy and Practice

“…Students with significant support needs are less likely to enroll in postsecondary education and training programs, live independently, and are less likely to be competitively employed (Avellone et al, 2021;Lee & Taylor, 2022;Newman et al, 2011;Winsor et al, 2021). Overall, these students often face greater challenges in achieving their postschool goals and may require more specialized support to do so.…”

“…Postschool outcomes for students with significant support needs tend to be poorer than those for students with less-intensive support needs (e.g., learning disabilities, physical disabilities, or language disorders; Newman, 2011). Students with significant support needs are less likely to enroll in postsecondary education and training programs, live independently, and are less likely to be competitively employed (Avellone et al, 2021; Lee & Taylor, 2022; Newman et al, 2011; Winsor et al, 2021). Overall, these students often face greater challenges in achieving their postschool goals and may require more specialized support to do so.…”

Learning From Self-Advocates: Changing Perspectives About Disability

“…For example, Biggs and Snodgrass (2020) interviewed 16 elementary school students who had friends with ESN, finding that the children described their friends by identifying their unique traits and strengths, and not by perceived deficits related to disability. Recent studies (see Athamanah et al, 2020; Gilson et al, 2020; Lee & Taylor, 2022; Travers et al, 2020) have found that college students without IDD who attended institutions of higher education with inclusive postsecondary education (IPSE) programs reported an increase in disability awareness and valuing the perspectives of people with IDD (see https://thinkcollege.net/ for information on IPSE opportunities). Similarly, adults who described spending time with their siblings with IDD characterized their relationship as positive (Lemoine & Schneider, 2022) and could identify their sibling’s strengths (Carter et al, 2020).…”