Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: (Re)conceptualizing Inclusive Higher Education Through Student Experiences and Perspectives (Table 21)

Abstract

Growing numbers of students with intellectual and developmental disability (IDD) have gained access to universities through inclusive post-secondary education (IPSE) programs. Despite having physical access to university campuses and classrooms, navigating access to actual course content remains a challenge for many. This qualitative study was conducted to examine students’ experiences accessing university courses. We highlight the factors that students identified as contributors to their ability to access course content and experience success. Students attribute a positive or negative course experience to course instructors’ relatability and ability to make course content accessible. Further, the students discussed the challenge of managing the desire to be viewed as full college students while recognizing their need for support. Implications for practice are provided.

Authors

• Phillandra Samantha Smith, University of Pittsburgh

• Beth Myers, Syracuse University