Abstract
The rapid growth of postsecondary education programs necessitates a comprehensive framework to define and evaluate inclusion on each campus. This study utilized a naturalistic paradigm on a large, public university during a new programâs development. We conducted focus groups with students and faculty members to solicit perspectives regarding their (a) definition of inclusion, (b) willingness to welcome students with intellectual and developmental disabilities, (c) vision for how to construct an inclusive program, and (d) recommendations for resources and training. We offer recommendations for program development and involving the voices of campus stakeholders.
Keywords:
- inclusion
- postsecondary education
- intellectual and developmental disabilites
- naturalistic paradigm
How to Cite:
Gilson, C., Whirley, M., Foster, K., Whirley, M., Foster, K. & Gilson, C.,
(2019) “"Avenue and Access to Participate": Constructing Inclusive Higher Education for Students with Intellectual and Developmental Disabilities”,
Journal of Inclusive Postsecondary Education 1(2).
doi: https://doi.org/10.13021/jipe.2019.2474