“Letting Go:” Parent Perspectives on the Outcomes of an Inclusive Postsecondary Education Experience for Students with Developmental Disabilities
This qualitative study examined the desired and perceived outcomes of inclusive postsecondary education (IPSE) for individuals with intellectual and developmental disabilities (IDD) from the perspective of their parents. Currently, little is known about how individuals with IDD benefit from IPSE. Twenty-three parents of students or graduates of one, four-year certificate program of study, participated in phone interviews, where they were asked about their young adults’ college experiences. Data were analyzed using constant comparative methods. Several themes were identified, including desired outcomes (e.g., development of independent living, career, social skills, and inclusion) and perceived outcomes (e.g., increased levels of social involvement, perceptions of self, and independent living skills). Parents witnessed their young adults gaining new capabilities that resulted from the transition to college, which helped them in the process of “letting go.” These findings enhance our understanding of the benefits that are afforded to individuals and families whose lives have been impacted by the “life-changing” experience of IPSE.
Miller, K.D., Schleien, S.J., White, A.L., Harrington, L. (2018). “Letting Go:” Parent Perspectives on the Outcomes of an Inclusive Postsecondary Education Experience for Students with Developmental Disabilities. Journal of Postsecondary Education and Disability, 31(3), 267-285.