Abstract
Independent access to text is important to employment and critical for postsecondary success; however, literacy deficits make access to text challenging for individuals with intellectual disabilities. Limited access to employment policies and procedures leaves individuals at a disadvantage. This study examines the text comprehension of employee policies and procedures for four college students with ID through a universally designed employee handbook, graphic organizers, and systematic instruction. Results indicate that participants improved in text comprehension and independent navigation of accessibility functions in iPads®, an important skill in a technology-based culture. Recommendations and implications for practice and further research are also discussed.
Keywords:
- postsecondary education
- intellectual disability
- shared stories
- technology
- employability skills
How to Cite:
, S., , J., , C., , J., , J., , C., , J. & Devine, S.,
(2022) “Improving Employee Handbook Comprehension for College Students with Intellectual Disability”,
Journal of Inclusive Postsecondary Education 4(1).
doi: https://doi.org/10.13021/jipe.2022.3059