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

Abstract

The transformational role education plays in the lives of people with intellectual disabilities has not been fully examined. The purpose of this study was to explore and investigate the meanings people with intellectual disabilities construct of their experiences in post-secondary and higher education. Heideggerian hermeneutic phenomenology was the qualitative methodology adopted for the study. Individual interviews were conducted with 27 people with intellectual disabilities and analysed in stages. These stages included the creation of I-Poems offering a unique opportunity for individual participant voices to be heard. Three core themes emerged to describe living an authentic life: learning (with the emphasis on increased skills, independence and opportunities); relationships (in particular, the importance of friendships), and perceptions including the existing realities of life for those with intellectual disabilities. The findings advance previous work highlighting the link between living a more authentic life and how education transforms how people with intellectual disabilities view themselves.

Perspectives of Students Labeled Intellectually Disabled at College: Using Disability Studies in Education as a Lens to Contemplate Inclusive Postsecondary Education

“…We learn from participants that opportunities to form relationships and engage in activity with others is a key component of the icp. This echoes other research that highlights social opportunity and engagement as main goals and benefits of ipse (Corby et al, 2018;Prohn, et al, 2016;Spassani et al, 2017;Vroman, 2019). Socializing at college (Spassani et al, 2017), bonding with other students (Prohn, et al, 2016), and focus on friendships and relationships with family and staff (Corby et al, 2018) are frequent benefits and hopes stated by ipse participants.…”

“…Key themes from studies that emphasize ipse student perspectives yield several understandings that can inform ipse program development through a dse perspective, and that can simultaneously inform dse scholars about the burgeoning field of ipse. Abundantly clear is the emphasis on college education as an experience defined by personal achievement, being socially active, and the opportunity to learn by taking classes of interest, which highlight facets 10.1163/25888803-bja10007 | bacon and baglieri that extend or perhaps even differ from more commonly stated aims of ipse as being primarily for employment and skill development toward independent living (Corby et al, 2018;Papay and Bambara, 2011).…”

“…Friendship development has been found to be a positive outcome of ipse programs. Corby et al (2018) interviewed students about their experience going to college, and found that making friends was one of the most important aspects of attending college. In particular, they found that participants referred to planned peer mentors as "friends" more often than other peers they came into contact with around campus.…”

Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability

“…Finally, numerous benefits have been reported concerning campus involvement in planning inclusive post-secondary programs for students with ID (Corby et al, 2020;Judge & Izuzquiza Gasset, 2015;McKay et al, 2015;Moore & Schelling, 2015;Wilt & Morningstar, 2020). While students with ID are likely to need some specialized supports, they should typically use the same supports as are used by other students.…”

Inclusive Special Education in Tonga: Policy and Practice

“…Post-secondary is a term that encompasses all educational opportunities after secondary or high school education (Corby, Taggart & Cousins, 2018). Historically, post-secondary education for individuals with SN has been quite exclusive (Beschen, 2018).…”