Article Details
| Citation: | Sheppard-Jones, K.; Moseley, E.; Kleinert, H.; Collett, J.; & Rumrill, P. (2021). The Inclusive Higher Education Imperative: Promoting Long-Term Postsecondary Success for Students with Intellectual Disabilities in the COVID-19 Era. Journal of Rehabilitation, 87 (1), 48-54. |
| Title: | The Inclusive Higher Education Imperative: Promoting Long-Term Postsecondary Success for Students with Intellectual Disabilities in the COVID-19 Era |
| Authors: | Sheppard-Jones, K.; Moseley, E.; Kleinert, H.; Collett, J.; & Rumrill, P. |
| Year: | 2021 |
| Journal/Publication: | Journal of Rehabilitation |
| Publisher: | National Rehabilitation Association |
| Full text: | |
| Peer-reviewed? | Yes |
| NIDILRR-funded? | Not reported |
Structured abstract:
| Background: | Despite a growing societal commitment to include students with intellectual disabilities (ID) on college and university campuses, including a robust proliferation of programs in recent years, postsecondary outcomes for these students lag far behind those of non-disabled students and students with other types of disabilities. This article establishes the need for inclusive higher education programming for students with ID, examines current best practices among colleges and universities in preparing students with ID for adult life roles such as independent living and employment, and describes an innovative statewide support model that is currently being implemented in Kentucky. Implications for delivering inclusive higher education programs in the wake of the COVID-19 pandemic are emphasized throughout the article. |
| Disabilities served: |
Cognitive / intellectual impairment Developmental disabilities |
| Populations served: |
Transition-age youth (14 - 24) Transition-age students (14 - 22) |
| Interventions: |
Accommodations Rehabilitation counseling Vocational rehabilitation |