Retrospectives on factors influencing inclusive opportunities for college students with extensive support needs

Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of stud...

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Bibliographic Details
Published in:International journal of inclusive education 2016-12, Vol.20 (12), p.1239-1251
Main Authors: Orlando, Ann-Marie, Klinepeter, Elizabeth, Foster, Megan
Format: Article
Language:English
Subjects:
Advocacy
Assistive Technology
Caregiver Child Relationship
Caregiver Role
Caregivers
College Students
Constraints
Curricula
Disabilities
Disability
Education for All Handicapped Children Act
Educational Legislation
Educational Quality
Elementary Secondary Education
Elementary Secondary Education Act
Equal Education
extensive support needs
Federal Legislation
Inclusion
Individuals with Disabilities Education Improvement Act 2004
Legislation
Multiple Disabilities
No Child Left Behind Act 2001
Peers
post-secondary
Qualitative Research
Research Methodology
Self Concept
Semi Structured Interviews
Severe Disabilities
Special Education
Special Needs Students
Student Attitudes
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Summary:Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of students. The purpose of this retrospective study was to explore the perceptions of two students with extensive support needs and their caregivers regarding factors that contributed to their involvement and progress in the general education curriculum and eventual enrolment in four-year, post-secondary institutions in the United States. Findings related to the role of participants' perceptions of self, participants' engagement in advocacy roles and activities, and specific human and material supports that both facilitated and acted as barriers to education in the general curriculum emerged as recurrent themes. Limitations of the study and suggestions for future research and practice are presented.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2016.1159255