This study aimed to understand the ways in which college students with intellectual and developmental disabilities (IDD) experience and develop their understanding of emotions and emotional wellness. Semi-structured interviews with college students with IDD were conducted.
Castle, Madeline
High-quality inclusive postsecondary education programs strive for authentic inclusion of students with intellectual and developmental disabilities. Typicality for students and enhanced integration into the larger institution of higher education are guiding principles outlined in recently developed, national model standards. With these novel and inclusive opportunities, students often need support to navigate and troubleshoot the myriad situations that may arise as a result of this level of inclusion on a college campus.
Self-determination, or the freedom to act as the primary causal agent in one’s life, is a well-documented component of enhanced quality of life. Yet young adults with disabilities are often less self-determined than their non-disabled peers. Furthermore, there is an absence of the voices of young adults with disabilities in the literature related to self-determination. This study utilizes photovoice, a participatory method, to understand how U.S. college students with intellectual disabilities understand self-determination.