Evaluating Self-Determination Skills of Individuals with Intellectual Disability in Massachusetts

To date, there has been limited research on effective programs or practices for supporting young adults with intellectual disability or autism spectrum disorder (ASD) in dual-enrollment post-secondary education (PSE) settings. However, emerging research has suggested that providing individuals with intellectual disability and/or ASD opportunities to participate in PSE programs will greatly influence overall quality of life and self-determination (Hart, Grigal, & Weir, 2010). There were three broad goals that guided this study to evaluate the self-determination skills of individuals with intellectual disability attending Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) programs: (1) to examine the self-determination of students in the MAICEI programs, (2) to examine and evaluate the current programing and staff preparedness to teach and enhance self-determination skills, and (3) to determine recommendations to promote self-determination skills of the students in the MAICEI programs.