Article Details

Research Database: Article Details

Citation:  Sheppard-Jones, K.; Moseley, E.; Kleinert, H.; Collett, J.; & Rumrill, P. (2021). The Inclusive Higher Education Imperative: Promoting Long-Term Postsecondary Success for Students with Intellectual Disabilities in the COVID-19 Era. Journal of Rehabilitation, 87 (1), 48-54.
Title:  The Inclusive Higher Education Imperative: Promoting Long-Term Postsecondary Success for Students with Intellectual Disabilities in the COVID-19 Era
Authors:  Sheppard-Jones, K.; Moseley, E.; Kleinert, H.; Collett, J.; & Rumrill, P.
Year:  2021
Journal/Publication:  Journal of Rehabilitation
Publisher:  National Rehabilitation Association
Full text:  PDF   
Peer-reviewed?  Yes
NIDILRR-funded?  Not reported

Structured abstract:

Background:  Despite a growing societal commitment to include students with intellectual dis­abilities (ID) on college and university campuses, including a robust proliferation of programs in recent years, postsecondary outcomes for these students lag far behind those of non-disabled students and students with other types of disabil­ities. This article establishes the need for inclusive higher education program­ming for students with ID, examines current best practices among colleges and universities in preparing students with ID for adult life roles such as independent living and employment, and describes an innovative statewide support model that is currently being implemented in Kentucky. Implications for delivering in­clusive higher education programs in the wake of the COVID-19 pandemic are emphasized throughout the article.

Disabilities served:  Cognitive / intellectual impairment
Developmental disabilities
Populations served:  Transition-age youth (14 - 24)
Transition-age students (14 - 22)
Interventions:  Accommodations
Rehabilitation counseling
Vocational rehabilitation