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Direct linkEnoh Nkana; Robin Moyher; Luana Greulich; Larry Burton – Journal of Inclusive Postsecondary Education, 2025
The passage of the Higher Education Opportunity Act in 2008 triggered an increase in inclusive postsecondary education (IPSE) programs across the United States, giving students with intellectual and developmental disabilities the opportunity to enroll in typical college courses. A multiple case study of IPSE programs at five institutions of higher…
Descriptors: Higher Education, Inclusion, Students with Disabilities, Developmental Disabilities
Jacqueline C. Ladwig; Kathryn M. Sibley; Jacquie Ripat; Cheryl M. Glazebrook – Journal of Applied Research in Intellectual Disabilities, 2025
Background: Amongst the growing number of examples of inclusive dance programming, community-informed recommendations for inclusive dance are scarce. Our purpose was to develop recommendations for inclusive dance with dancers with the lived experience of autism, intellectual, or developmental disability, and the professionals who work with them.…
Descriptors: Autism Spectrum Disorders, Intellectual Disability, Developmental Disabilities, Inclusion
Zach Rossetti – Remedial and Special Education, 2025
Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant research indicates that opportunity barriers may play a more prominent role in friendship…
Descriptors: Friendship, Student Attitudes, Peer Relationship, Intellectual Disability
Jennifer A. Kurth; Tyler A. Hicks; Karrie A. Shogren; Alison L. Zagona; J. Matt Jameson; Lewis Jackson; Martin Agran; Diane Ryndak – Journal of Special Education, 2025
Most students with complex support needs are taught in separate special education classrooms; one reason is teams that inappropriately use the intensity of support needs as the basis for placement in more restrictive placements. This study used Bayesian multilevel modeling to determine whether the intensity of student support needs predicted…
Descriptors: Students with Disabilities, Severity (of Disability), Student Placement, Student Needs
Jeremy W. Ford; Julianne A. Wenner; Andrew R. Scheef – Journal of Inclusive Postsecondary Education, 2025
Students with intellectual and developmental disabilities (SWIDD) often require academic, employment, and social support to be successful in inclusive postsecondary education programs. One way to provide support in these areas is via peer mentorship. In addition to SWIDD obtaining the support they need; peer mentors also benefit from the…
Descriptors: Mentors, Peer Relationship, Preservice Teachers, Special Education Teachers
Renáta Tichá; Sandra L. Pettingell; James Houseworth; Julie Bershadsky; Roger J. Stancliffe; John G. Smith – Journal of Disability Policy Studies, 2025
In 2014, the U.S. Centers for Medicare & Medicaid Services (CMS) launched the Home and Community-Based Services (HCBS) Final Rule intended to improve the quality of HCBS for people with disabilities. The Rule focuses on improving outcomes through person-centered services and supports. These outcomes include privacy and dignity. This study…
Descriptors: Adults, Intellectual Disability, Developmental Disabilities, Privacy
Download full textJennifer L. Bumble; Katherine W. Bromley; Magen Rooney-Kron; Kelli A. Sanderson – Journal of Inclusive Postsecondary Education, 2025
We examined differences in the social networks, social supports, and college-related anxiety and distress between 42 college students in a traditional degree-seeking (TDS) program and an inclusive postsecondary education (IPSE) program at the same campus. Our findings revealed that IPSE students had smaller, denser social networks predominantly…
Descriptors: Social Networks, Social Support Groups, Anxiety, Stress Variables
