Life Outcomes and Higher Education: The Need for Longitudinal Research Using a Broad Range of Quality of Life Indicators

Abstract

Higher education is increasingly becoming an option for young adults with intellectual disability (ID). Although initial evaluations of postsecondary education for this population have been promising, a broader "quality of life" framework needs to be adopted in order to truly understand the impact of these programs. Moreover, researchers and program evaluators must collect longitudinal data that follows former students for multiple years and uses multiple measures. We conducted a pilot evaluation of the life outcomes of students who had attended at least two semesters in Kentucky's supported higher education program for students with ID, collecting data on life status and experiences using measures from the National Core Indicators-Adult Consumer Survey. The findings from this pilot study show better outcomes for young adults who participated in a postsecondary education program compared to young adults who did not, but these findings need to be considered in light of several limitations. In many respects, our data provided more new questions than answers. Recommendations for collecting and evaluating broad-based, longitudinal data to gain insight into the potential benefits of postsecondary education for people with intellectual disability are discussed.

Where to next? Experiences of adults with intellectual disability after they complete a university program

“…Higher education institutions offer social opportunities that can lead to increased social networks and friendships (Alqazlan et al, 2019; May, 2012; O'Connor et al, 2019; Sheppard‐Jones et al, 2018). Consistent with previous research (Gibson, 1997; Lobban, 2002; May, 2012; Rillotta, Arthur, et al, 2020; Rillotta, Gobec, et al, 2020; Sheppard‐Jones et al, 2018), participation in the UTHP provided participants the opportunity to interact with various individuals. However, results suggested that natural connections, beyond the formal roles of mentors and university staff, were not occurring or were not sustained over time.…”

“…Supporting social inclusion in university settings can involve pairing participants with peer mentors who can encourage and facilitate connections (Hafner et al, 2011; Rillotta, Arthur, et al, 2020; Rillotta, Gobec, et al, (In Press) 2020; Sheppard‐Jones et al, 2018), a strategy utilised in higher education for students with and without disabilities (Björnsdóttir, 2017; Colvin & Ashman, 2010). In the current study, mentors were highly valued by participants, with many having a continued role in their lives post‐program.…”

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

“…Fourteen studies reported descriptions of a total of 22 PSE-IDDs. All these studies but two focused on a single PSE-IDD; Carter et al (2019) and Sheppard- Jones et al (2018) each included five PSE-IDDs. Seven studies did not provide program descriptions; three of these studies included multiple PSE-IDDs (Mock & Love, 2012;Moore & Schelling, 2015;Plotner & Marshall, 2015), and four studies did not provide any descriptions of the PSE-IDDs.…”

“…In another study, 67% of peer mentors reported greater social opportunities for students with IDD after one academic year (S. M. Ryan, 2014). In addition, 94.4% of PSE-IDD graduates reported that they could go on a date compared with 39.3% of the National Core Indicators sample (i.e., a sample of adults with IDD receiving disability-related funding from their state; Sheppard- Jones et al, 2018).…”

“…Ryan et al, 2019). Sheppard-Jones et al (2018) reported that more than 73% of PSE-IDD students had gone out for exercise in the past month, compared with 37% of the National Core Indicators young adult group. In addition, more than 83% of students indicated they had "good" or "excellent" health, as opposed to 62% of the National Core Indicators young adult group (Sheppard-Jones et al, 2018).…”