Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Peter Ross

Abstract

Individuals with intellectual disabilities have higher rates of unemployment compared to other population groups. There is limited knowledge regarding the development of postsecondary education (PSE) programs that provide employment skills training and education to individuals with intellectual disabilities. The purpose of this basic qualitative study was to investigate the development of PSE programs for those with intellectual disabilities. Dewey’s experiential learning theory was the framework for this study. Invitations to participate were sent to directors and faculty of all PSE programs in one northeastern U.S. state. Ten directors and faculty agreed to be interviewed. The research question addressed the perceptions of PSE program directors and faculty on how to develop a PSE program to support the education and employment needs of individuals with intellectual disabilities. Coding and thematic analysis were used to analyze the interview data. Data analysis revealed three primary themes: (a) a commitment to the principle of normalization as part of the program’s mission, (b) a reliance upon the traditional student body to serve as peer mentors, and (c) fidelity to continuous program development to provide high-quality experiences to program participants. With greater understanding of current practices and operational issues, directors and faculty may be able to engage in strategic planning to increase program enrollment and effectiveness. Participation in successful PSE programs may improve the quality of life of individuals with intellectual disabilities and enable them to become active members of their community.

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