Since the Higher Education Opportunity Act was passed in 2008, more students with intellectual disability have been able to attend inclusive college programs in the United States. One challenge many students face when they arrive on campus is learning how to get around on their own.
McMahon, Don
A sequential mixed methods study, featuring a quantitative survey and qualitative interviews, was conducted to explore barriers faced by PSE program staff when facilitating work experience engagements. Findings include the identification of common barriers to facilitating paid work experience for students in PSE programs as being: (a) transportation issues, (b) employer perceptions of the abilities of people with disabilities, (c) inadequate number of staff hours to support students in the workplace, and (d) finding time in the students’ schedule.
The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acquisition of science vocabulary words) design. Data were collected on each student's ability to define and label three sets of science vocabulary words (i.e., bones, organs, and plant cells).
Think College Insight Brief #14 provides an overview of Universal Design for Learning (UDL), describe how it is supported in the Higher Education Opportunity Act of 2008, and share strategies for using UDL in college programs for students with ID/DD.
Project
National Coordinating Center