Abstract
With growing opportunity for students with intellectual and developmental disability to access a variety of inclusive higher education programs comes an increased need for program implementers to evaluate practices and outcomes alongside participants. This mixed method, exploratory study examines self-determined goal setting, goal attainment, and quality of life within an inclusive college program as a measure of participant outcome and program evaluation. Furthermore, it provides implications for the importance of self-determined learning and participant voice within program planning, revision, and implementation.
Keywords:
- Self-determination
- Goal setting
- Inclusive postsecondary education
- Intellectual disability
How to Cite:
Strater, K., Kurkechian, M., Weber, K., Strater, K., Kurkechian, M., Weber, K. & Strater, K.,
(2024) “Goal Attainment and Quality of Life through Inclusive College: Three Years of Progress”,
Journal of Inclusive Postsecondary Education 5(2).
doi: https://doi.org/10.13021/jipe.2024.3311