A Multiple Case Study of the College Motivation of Three Students with Intellectual Disabilities

• In Event: Cultivating Inclusive Futures: College, Career, and Community Engagement for Students with Disabilities

Abstract

This multiple-case study applied Self-Determination Theory to explore the motivational experiences of three college students with intellectual disabilities. The students attended community college in Hawai‘i. Data sources included reflective journals, interviews, and educational artifacts. Within- and cross-case analyses revealed that motivation was promoted by identity as a college student, structured autonomy support, and meaningful relationships with faculty and support staff. In contrast, motivation was hindered by lack of accessible feedback, feelings of isolation, and communication challenges. Findings highlight the importance of providing structured autonomy support and constructive academic feedback in ways that match students’ adaptive skill levels. They also suggest that fostering trusting relationships can promote inclusive and motivating college environments for students with intellectual disabilities.

Author

• Masako Imanishi, University of Hawaii - Manoa