Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Bachelor of Science (BS)
Department of Educational Foundations and Exceptionalities
Laura Desportes Bowman
Students with intellectual disability (ID) who are aging out from qualifying for special education services through the public school system often encounter difficulty in the transition to early adulthood. While students with disabilities in Virginia have access to employment and transition services to aid them in seeking job placement, some students with ID still carry aspirations of going to college like many of their peers without disabilities. College is an experience that allows emerging adults to gain independence, social skills, pivotal identity development, and opportunities to explore academic and professional interests, while increasing their qualifications for more competitive employment. In order to make college a more accessible option for students with ID, institutions of higher education (IHEs) have begun implementing inclusive postsecondary education programs (IPSEs). This honors project highlights the closest approximation to an IPSE program offered at James Madison University (JMU) through a video format, in order to justify the need for a full program to be implemented. Additionally, it explores the emotional well-being, self-determination, social inclusion, and interpersonal relations of students who are attending or have previously attended an IPSE program, as compared to those without that source of academic and social structure in their life.
Eggleston, Sarah K., "Implications of inclusive postsecondary education programs (IPSEs) on quality of life for young adults with intellectual disabilities" (2023). Senior Honors Projects, 2020-current. 156.