Does participation in higher education make a difference in life outcomes for students with intellectual disability?

Abstract

Abstract. BACKGROUND:There has been a great migration of students with intellectual disability (ID) into the college world. The Higher Education Opportunities Act of 2008 (HEOA) has opened the door to postsecondary education to a previously untapped market of students. As a result, programs for students with intellectual disability have been developed around the country to support this historic systems change (Lee, 2009). Along with improved job prospects as one important measure of success, college participation also brings opportunity for personal and social development. OBJECTIVE: With seven years passing since the HEOA, it is prudent to assess outcomes for those students who are choosing to continue their education beyond high school. The National Core Indicators provide a unique opportunity to assess impact of higher education across life domains, historically used to determine developmental disability service system quality of life outcomes. Here, we discuss higher education and outcomes around employment, health, relationships and medications. METHODS: Students who had completed at least two semesters of college in Kentucky were surveyed about life outcomes using the National Core Indicators (NCI) Adult Consumer Survey (ACS). RESULTS: Findings on health, medications, employment, and relationships are reported. CONCLUSION: Participation in higher education can positively impact life outcomes across a variety of domains. This research represents a first step in utilizing a nationally recognized instrument that takes a holistic view of outcomes for adults with IDD to assess impact of participation in higher education. While the results are promising, further studies using larger samples are needed.

The lived experience of 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).…”

Community Conversations on Inclusive Higher Education for Students With Intellectual Disability

“…Descriptions of the design and delivery of these diverse programs appear more frequently in the literature. Moreover, early studies suggest promising outcomes may accrue for students with ID who enroll in these higher education programs (e.g., Butler, Sheppard-Jones, Whaley, Harrison, & Osness, 2015; Grigal et al, 2016; Moore & Schelling, 2015).…”

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

“…Baum et al, 2010; Carnevale et al, 2011; Leonhardt, 2011; Schultz and Higbee, 2007), and recent data demonstrate that the benefits of PSE are evidenced for students with and without disabilities alike. Students with disabilities who have PSE experience are more likely to be employed, earn higher wages, and are more engaged in their communities than those who do not (Butler et al, 2016; Eisenman et al, 2009; Migliore et al, 2009; O’Neill et al, 2015; Zafft et al, 2004). Now more than ever, PSE is a prerequisite for employment opportunities.…”