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Post-secondary education for young people with intellectual disabilities: A systematic review of stakeholders' experiences

Alqazlan, S; Alallawi, B; Totsika, V; (2019) Post-secondary education for young people with intellectual disabilities: A systematic review of stakeholders' experiences. Educational Research Review , 28 , Article 100295. 10.1016/j.edurev.2019.100295. Green open access

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Abstract

Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic review, the PSE experiences of different stakeholder groups (young adults with ID, their parents, PSE staff and students without a disability) were examined by reviewing findings across 22 studies that investigated PSE for students with ID. This examination encompassed attitudes and motivation to engage with PSE, as well as stakeholders’ perceived barriers and facilitators in accessing and remaining in the three PSE models (separate, inclusive and mixed). Students with ID and their parents were the stakeholder groups least represented in the available evidence. Findings suggested that most stakeholder groups reported positive experiences of PSE derived mostly from gains in social skills and independence. Several barriers to accessing PSE were reported by each group, namely physical and academic barriers by students with ID, an understanding of the PSE system by their parents, and the lack of training by PSE staff. Evidence from the present review seems to indicate that inclusive PSE models were associated with a more positive experience across stakeholder groups.

Type: Article
Title: Post-secondary education for young people with intellectual disabilities: A systematic review of stakeholders' experiences
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.edurev.2019.100295
Publisher version: https://doi.org/10.1016/j.edurev.2019.100295
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Intellectual disability, Post-secondary education, Vocational and academic programme, Experience
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Division of Psychiatry
URI: https://discovery.ucl.ac.uk/id/eprint/10084665
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