Suchergebnisse

An increasing amount of attention has been paid in recent years to issues related to decision-making support for students with significant disabilities approaching the age of legal adulthood. Research indicates that special education teachers support practices that minmize the use of undue and overbroad guardianship for their students. However, many are working within environments in which this belief may not be well supported. The purpose of this article is to provide special education teachers with context and strategies for systemic advocacy efforts that support the dignity and autonomy of their students with complex support needs.

Emerging adulthood is a period of human development ripe for personal identity exploration and a college campus can be a conducive environment for this to take place. Historically, many transition-age adults with intellectual and developmental disabilities (IDD) have been denied access to college, but with the rise in inclusive postsecondary education (IPSE) programs across the country, that is changing. This study uses a combination of semi-structured interviews and photo elicitation discussions with 11 emerging adults enrolled in a southeastern IPSE program to better understand how these individuals understand and express their personal identity as well as the contextual factors contributing to their experiences with personal identity. Using thematic analysis, we uncovered seven salient themes across the data, including a theme related to the complicated nature of the participants' disability identity.

High-quality inclusive postsecondary education programs strive for authentic inclusion of students with intellectual and developmental disabilities. Typicality for students and enhanced integration into the larger institution of higher education are guiding principles outlined in recently developed, national model standards. With these novel and inclusive opportunities, students often need support to navigate and troubleshoot the myriad situations that may arise as a result of this level of inclusion on a college campus. Inclusive college programs typically provide support in academic, employment, and independent living domains but often neglect building skills encapsulated under "personal development." This paper describes a unique personal development model of support with aligned theoretical underpinnings and interdisciplinary practices derived from social work, counselor education, and education fields.