TY - JOUR
T1 - Looking for the experts
T2 - examining course accommodations and modifications for students with intellectual disability in inclusive higher education
AU - Myers, Beth
AU - Smith, Phillandra S.
N1 - Publisher Copyright:
© 2024 Australasian Society for Intellectual Disability, Inc.
PY - 2024
Y1 - 2024
N2 - Background: Opportunities for students with intellectual disability to attend postsecondary education have increased with the rise of inclusive post-secondary education (IPSE) supports, bringing the need to examine the experiences of students and their instructors. Method: This qualitative study used semi-structured interviews with 12 university instructors of IPSE students and 10 IPSE students to examine experiences with course adaptations. Results: Results indicate that instructors desired greater institutional support, training, and information as they felt unsure about their abilities to support students with intellectual disability and had varied understanding of accommodations and modifications. Students wanted to be seen as capable university students, utilised peer mentor supports, and were able to provide information about how they learned in a university setting. Conclusions: The study found that students were valuable but often underutilised sources of information about their own access needs and sometimes worked through and around university systems. Implications for practice are provided.
AB - Background: Opportunities for students with intellectual disability to attend postsecondary education have increased with the rise of inclusive post-secondary education (IPSE) supports, bringing the need to examine the experiences of students and their instructors. Method: This qualitative study used semi-structured interviews with 12 university instructors of IPSE students and 10 IPSE students to examine experiences with course adaptations. Results: Results indicate that instructors desired greater institutional support, training, and information as they felt unsure about their abilities to support students with intellectual disability and had varied understanding of accommodations and modifications. Students wanted to be seen as capable university students, utilised peer mentor supports, and were able to provide information about how they learned in a university setting. Conclusions: The study found that students were valuable but often underutilised sources of information about their own access needs and sometimes worked through and around university systems. Implications for practice are provided.
KW - accommodations
KW - inclusive higher education
KW - inclusive post-secondary education
KW - Intellectual disability
KW - modifications
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U2 - 10.3109/13668250.2024.2424798
DO - 10.3109/13668250.2024.2424798
M3 - Article
AN - SCOPUS:85209582539
SN - 1366-8250
JO - Journal of Intellectual and Developmental Disability
JF - Journal of Intellectual and Developmental Disability
ER -