Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability

Amy L. Cook, Ph.D.
Felicia L. Wilczenski, Ed.D.
University of Massachusetts Boston
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Laura Vanderberg, Ph.D.
Curry College

Abstract

There have been significant advances in educational programming and postsecondary options targeting acquisition of self-determination skills among students with intellectual disability. This article provides a description of an inclusive concurrent enrollment (ICE) program at an urban public university and describes findings related to student acquisition of self-determination skills necessary for successful postsecondary transition. A sequential explanatory design was employed to examine the development of self-determination among nine participants who engaged in ICE ranging from one to three semesters. Findings indicated that students who participated for at least two semesters demonstrated growth in self-determination, whereas no significant growth was observed for students who participated one semester. These preliminary findings suggest that ICE is a promising transition practice. Further research is needed to examine the impact of program duration on development of self-determination skills to increase college access.

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