Intellectual Disability Post

Student Attitudes About Postsecondary Education for People with Intellectual Disabilities

My article consisted of a survey of college students and their opinions and thoughts of having a post secondary education program for individuals with an intellectual disability on campus. 

The article began with an overview and statistics about post secondary education for ID students. "Despite developmental deficits, students with intellectual disabilities have been increasingly and successfully included with their typically developing peers in public school classrooms" (Haney, p.97). The United States Education of National Center for Educational Statistics reported 26% of students with ID attending public schools were serviced in a general education classes at least 40% of the day. In the United States there are 7,398 Title IV postsecondary institutions and only 250 of those colleges provide post-secondary programs for individuals with ID. There are limited opportunities for adults with ID to share experiences with same age peers. In elementary and secondary school they are in classrooms with their peers but after high school they are no longer with peers. "People with ID are rarely held to the same high expectations as typically developing students. Instead they are often held to a lower standard of expectations based on stereotypes underestimating their abilities and potential for independence and achievement" (Haney, p.98). ID individuals have fewest employment opportunities after high school or live independently. The inclusion movement has been in effect to give people with disabilities the right to have the same life experiences as all people experience in life, relationships, and transitioning to adulthood. 

A survey was conducted at Vanderbilt University that asked about students' perceptions and expectations about the inclusion of individuals with ID on college campus. They found females and individuals who were more comfortable with individuals with ID were more likely to support post-secondary education programs. The survey consisted of yes and no questions along with open ended questions. Such items included, "have you been in classes with individuals with ID, if students thought post secondary education programs should be included in the college, and what benefits and drawbacks would a post secondary program bring to the college". (Haney, p.99) 87% of students reported there should be a post-secondary program offered for individuals with ID. 87% of students reported they would be comfortable having students with ID in their classrooms. The study showed early inclusive experiences with ID in the elementary and secondary school years influence the attitudes of people with ID in the community as adults. (Haney, p.4) 

I think it is important to have post-secondary options for individuals with disabilities after high schools. I know many high schools have an adult transition program for after high school-22nd birthday. These programs are important because it helps them become independent adults in the society. I was taught job skills and individuals with ID should be taught job skills as well. The college I attended had a program for students with special needs and I thought it was beneficial for these students. They lived the same lifestyle as their peers on campus. They were transitioning into adulthood just like their peers. College students are accepting of special needs individuals and believe the have the opportunity as their peers. More importantly, students are more accepting of individuals with special needs if they were exposed to students with special needs in elementary and high school. The push to inclusion is more relevant and teaching students job skills, and independent living skills are very important to individuals with ID.

Reference:  Haney, M. R., & Fisher, K. (2017). Student Attitudes and Perceptions about Postsecondary Education for People with Intellectual Disabilities (Practice Brief). Journal Of Postsecondary Education And Disability, 30(1), 97-104.