Options and Skills Necessary for Navigating a Successful Transition to Postsecondary Education

Morningstar, Mary E.; Shoemaker, Andrew

doi:10.1002/ace.20298

Cited by 4 publications

(4 citation statements)

References 21 publications

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“…I think it is the beginning of a challenge, but there is much more to do. Evidence of a range of positive benefits experienced by people with ID as a result of attending university have been noted and further enhance the focus on this as a viable pathway (Hart et al, 2010; Morningstar & Shoemaker, 2018; Paiewonsky, 2011; Rickson & Warren, 2018). However, a more critical lens on this experience is welcome.…”

Section: Bourdieu's Theory Of Reproductionmentioning

confidence: 85%

“…A hierarchy of impairment is said to be apparent within the university, with impairments such as dyslexia and epilepsy, which involve less complex support needs, more dominant (Barnes, 2007; Riddell, Tinklin, & Wilson, 2005). Representation of people with ID at the third level is still low (Walk, 2015) with Morningstar and Shoemaker (2018) reporting that people with ID are one of three groups that are least likely to progress to education after secondary school. This is unsurprising, given that the field of compulsory schooling has historically been one of segregation, with people with intellectual disability experiencing limited inclusion in the mainstream classroom and limited participation in standardized test systems that are required for progression to the third level.…”

Section: Bourdieu's Theory Of Reproductionmentioning

confidence: 99%

“…Supporting people with ID to perform roles of value is important in terms of participation, life opportunity and identity development. Accessing third‐level education has become a transition within the normative life course (Brooks, 2008) due to the pathway it provides in terms of employment, as a valued social role, a new identity (Hart et al, 2010), and as a mechanism of transition to adulthood (Morningstar & Shoemaker, 2018). Priestley (2000) highlights how societal factors influence if and how transitions occur for people with disabilities who are sometimes “exempted” from transitions due to disability.…”

Section: Bourdieu's Theory Of Reproductionmentioning

confidence: 99%

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The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective

O’Donovan

2021

Policy Practice Intel Disabi

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Aim This study aimed to examine the policy and system context for transition to third‐level education for people with an intellectual disability (ID), using Bourdieu's theory of reproduction as a framework, with the situation in the Republic of Ireland as a case study. Background The “massification” of higher education (HE) has resulted in ever increasing numbers of students progressing to postsecondary level education (PSE). Progressing to HE has become embedded within the normative life course and an expected transition for young adults. This article questions the extent to which the field of HE is ready for students with ID, in the context of limited capital and differing experience of the dominant habitus. Methodology Using the Republic of Ireland, and in particular Trinity College Dublin as the first HE institute in Ireland to offer a full‐time, 2 years course for people with ID, the access experience of people with ID is examined in the context of current national policy and system issues in the HE sector. Results There is a disjuncture between the level of demand for university places and supply. In addition, the transition to third‐level education for students with ID is populated with unique challenges, which differ from peers without ID. Conclusion This article demonstrates how such programs can highlight the extent to which the field of HE responds to the inclusion of students with intellectual disability, as well as the policy and system issues that need to be responsive to a cohort of students with differing habitus and capital, to support fully the engagement and participation of students with ID in HE. A dearth of evidence exists, and the author proposes that Bourdieu's theory of reproduction can provide a useful framework for future research.

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Section: Bourdieu's Theory Of Reproductionmentioning

confidence: 85%

Section: Bourdieu's Theory Of Reproductionmentioning

confidence: 99%

Section: Bourdieu's Theory Of Reproductionmentioning

confidence: 99%

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The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective

O’Donovan

2021

Policy Practice Intel Disabi

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“…The HEOA contains provisions targeting increased PSE opportunities for students with intellectual disabilities. One example is the creation of Comprehensive Transition and Postsecondary Programs (CTPs) designed to support students with intellectual disabilities attending PSE institutions, with goals focusing on employment preparation and independent living (Morningstar & Shoemaker, 2018). Further, the HEOA waives certain requirements for federal aid for students attending CTPs, addressing a gap in accessibility for underrepresented students in PSE, and assures programming focuses, at minimum, 50 percent of its time on academics (Madaus et al, 2012), ensuring opportunity for direct interaction with institutional faculty and staff.…”

mentioning

confidence: 99%

“The change was as big as night and day”: Experiences of professors teaching students with intellectual disabilities

Watts

López²,

Davis³

2023

J Intellect Disabil

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Since the inception of the Higher Education Opportunity Act in 2008, there has been an increase in the number of post-secondary education institutions in the United States that have established inclusive postsecondary programs for individuals with intellectual disabilities to attend college and achieve higher levels of employment. Previous studies have investigated the development and outcomes of these programs, however, less has been explored related to professors' experiences and perceptions regarding this unique student population, particularly within Hispanic Serving Institutions (HSI). The current study focused on professors teaching inclusive courses within a new Comprehensive Transition and Postsecondary Program at a HSI and aimed to identify their perceptions and experiences related to instructing students with intellectual disabilities. Six professors participated in pre- and post-semester in-depth interviews. Findings from applied thematic analysis included: (a) barriers to success; (b) academic supports and strategies; (c) successful outcomes and (d) considerations for future, related programming.

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Improving independent purchasing skills in postsecondary students with disabilities

Welch,

Skinner,

Collins

et al. 2024

Psychology in the Schools

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An experimental design was used to evaluate the effects of a classroom‐based purchasing skills intervention designed to teach postsecondary students with intellectual and developmental disabilities the one‐dollar‐more purchasing strategy. The experimental group students (n = 12) completed the intervention first,and the control group participants (n = 9) did not receive the intervention until experimental procedures ceased. The intervention included eight intervention sessions. Each session included researcher‐led, small‐group instruction designed to enhance acquisition of the one‐dollar‐more strategy, followed by response card learning trials designed to enhance skill development. The response card trials contained different price points that reflected common items available for purchase in community retail settings. Results showed significant improvement in the experimental group's ability to provide the correct amount of dollar bill across 20 purchase prices up to $39 within 10 s. No significant changes were observed in the control group. However, individual analysis showed that some students who received the intervention did not show socially valid improvements. Also, group data suggest that most of the improvement may have occurred after three intervention sessions. Although our group data showed increases in purchasing skill acquisition (accuracy), fluency (within 10 s), and generalization (different values), discussion focuses on future research designed to enhance the efficacy of this intervention across all students and to assess for generalization to natural settings.

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Options and Skills Necessary for Navigating a Successful Transition to Postsecondary Education

Abstract: This chapter describes several essential skills necessary for success in postsecondary education (PSE) for young adults with disabilities and provides a variety of models of support available to students with disabilities as they transition into PSE.

Cited by 4 publications

References 21 publications

The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective

The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective

“The change was as big as night and day”: Experiences of professors teaching students with intellectual disabilities

Improving independent purchasing skills in postsecondary students with disabilities

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