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
Laura Vanderberg, Ph.D.
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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