ERIC EJ1161633: College Students with Intellectual Disabilities: How Are They Faring?

2013·0.84 MB·English

by  ERIC

College Students with
Intellectual Disabilities:
How Are They Faring?
Jo M. HenDriCkson aMY vanDer BusarD
director, reaCh Program student life Coordinator,
The university of iowa reaCh Program
[email protected] The university of iowa
[email protected]
DerekroDGers BeTHanY sCHeiDeCker
student life Program specialist academic life Program specialist
The university of iowa The university of iowa
[email protected] [email protected]
University of Kansas, Lawrence
186 The JourNal of College aNd uNiVersiTy sTudeNT housiNg
ProPeLLeD BY THereauTHoriZaTionoF THe HiGHer
eDuCaTionoPPorTuniTY aCT oF 2008 (Heoa) and
evidence that postsecondary education positively impacts The vision
employment and adult outcomes of individuals with
of providing
intellectual disabilities (iD), inclusive living-learning
opportunities for students with iD are emerging. opportunities for
accompanying the recent shift in conventional wisdom
students with ID
about “who” should go to college is a relative dearth of
information on how students with iD who live in residence to receive quality
halls with traditional undergraduates are faring. We
postsecondary
describe the university of iowa (ui) reaCH (realizing
education is not
educational and Career Hopes) program, its students,
and the living-learning community they experience at new. Although
the university of iowa. We describe strategies employed
some programs
to support their transition to college, to build family
partnerships, and to help them overcome the challenges . . . have existed
and complexities of the social environment. Campus
for years,
opportunities and the central role of student staff—ras
and mentors—to the integration of reaCH students into comprehensive
the campus community are described. a comparison of
college
ui-reaCH and first-year college students on the ryff scales
experiences for
of Psychological Well-Being and the openness to Diversity/
Challenge scale revealed no significant differences students with ID
between the student groups. These results suggest that
have been limited
ui-reaCH and first-year college students are adjusting to
college similarly on such dimensions as self-acceptance, in number and
personal growth, purpose in life, positive relations with
unavailable to
others, environmental mastery, and autonomy. We strongly
encourage colleges and universities to forge ahead in the most families.
development of inclusive postsecondary education options
for students with iD.
The work reported herein was supported in part by the
Office of Postsecondary Education, U.S. Department of
Education, through Grant P407A100030 to the University
of Iowa. The opinions expressed are those of the authors
Volume 40, No. 1 • 2013 187
Jo M. Hendrickson • Amy Vander Busard • Derek Rodgers • Bethany Scheidecker
and do not represent views of the Office Uditsky, 2006). In spite of this knowledge and
of Postsecondary Education or the U.S. the development of a widening range of post-
Department of Education. The authors secondary options for students with ID, adult
outcomes for these individuals are dishearten-
wish to acknowledge and thank Ernie
ing in comparison to those for typically devel-
Pascarella, director of the Center for
oping students (Kochhar-Bryant, 2007; Ludlow,
Research in Undergraduate Education at
2012) and even students with other disabilities
the University of Iowa, and data analysis
such as learning disabilities (Wagner, Newman,
team members, Jana Hanson, Teniell
Cameto, Levine, & Garza, 2006).
Trolian, and Dustin Weeden.
The vision of providing opportunities for
students with ID to receive quality postsec-
ondary education is not new. Although some
programs (e.g., the Pace Program at National
Louis University-Skokie; the Mason LIFE
To date the bulk of postsecondary education en- Program at George Mason University) have
deavors on behalf of students with intellectual existed for years, comprehensive college expe-
disabilities (ID) (e.g., Down syndrome, Autism riences for students with ID have been limited
Spectrum Disorder, pervasive developmental in number and unavailable to most families
delay, traumatic brain injury) have focused on (Grigal, Hart, & Paiewonsky, 2010). With the
vocational preparedness and the transition of passage of the Higher Education Opportunity
secondary students to paid employment and Act of 2008 (HEOA), some of the barriers to
greater independence (e.g., Moon, Simonsen, students on college and university campuses
& Neubert, 2011). Following the recommen- have been removed. For example, students
dations of the National Council on Disability with ID enrolled in institutions with Compre-
and Social Security Administration (2000) to hensive Transition Program status, as defined
expand secondary programs to two- and four- by the Reauthorization of the Higher Edu-
year college and university campuses and with cation Act of 2008, are now able to (a) apply
the passage of the Individuals with Disabilities for federal support (e.g., Pell grants, federal
Education Improvement Act (IDEA) of 2004, a work-study programs, federal supplemental
multitude of postsecondary transition programs education opportunity grants) that had previ-
developed nationwide (Neubert & Redd, 2008). ously been available only to students in degree-
earning programs; (b) be admitted to college
Participation of students with ID in postsec-
without high school diplomas, due to a con-
ondary education programs is positively cor-
tinuation of their IEP from high school; (c)
related with competitive employment (Moon
participate in college coursework; and (d) be
et al., 2011; Zafft, Hart, & Zimbrich, 2004),
provided with the individualized supports to
an improved sense of independence (Neubert
maximize their educational experience. These
& Redd, 2008), and increased satisfaction in
changes in federal law encourage institutions
such domains as emotional well-being and
of higher education to offer students with ID
personal development (Hughson, Moodie, &
188 The JourNal of College aNd uNiVersiTy sTudeNT housiNg
How Are They Faring?
the postsecondary education options that fami- model emphasizes student life, academic life,
lies and educators only dreamed of in the very and career development and transition (i.e.,
recent past. post-program support) and strives to foster
The HEOA also authorized the funding an authentic, inclusive living-learning experi-
of 27 model demonstration programs, called ence that brings a rich array of learning op-
Transition Programs for Students with Intel- portunities to the multiple dimensions of each
lectual Disabilities (TPSID) (Kleinert, Jones, student’s immediate life circumstances. To
Sheppard-Jones, Harp, & Harrison, 2012), impact the postsecondary life trajectories of
and a National Coordinating Center (NCC). individuals with ID, the program goals include
Thus, the HEOA provided fiscal and techni- creating a living-learning environment that
cal support to higher education institutions, fosters growth in academics (Solberg, Howard,
including start-up funds to create and evaluate Gresham, & Carter, 2012); improves self-man-
the 27 transition programs and to assess the agement, self-advocacy, and self-determination
effectiveness of inclusive postsecondary educa- (Weinkauf, 2002); and enhances student com-
tion in general. These projects are located in 23 munication and social and interpersonal skills
states with funding beginning in 2010. Regu- (Geller & Greenberg, 2010; McCoy & Her-
larly scheduled communications and multiple mansen, 2007) in a person-centered manner
collaborations related to the design, implemen- (Holburn, Jacobson, Vietze, Schwartz, &
tation, and evaluation of transition programs Sersen, 2000).
are coordinated by the NCC. It is anticipated
UI-REACH STUDENTS
that the record of experiences and the program
and student-level data being analyzed will yield To date UI-REACH has served 74 students,
a wealth of information to guide higher educa- including approximately 35% in-state residents
tion institutions in establishing programs for and 65% out-of-state. Students herald from 19
students with ID. states—from New York to California, Texas to
South Dakota, with rural, suburban, and urban
THE UNIVERSITY OF IOWA
hometowns (e.g., population range = 400 to
REALIZING EDUCATIONAL AND
>1,000,000). The UI-REACH admissions
CAREER HOPES PROGRAM guidelines require applicants to be between the
ages of 18 and 25 when admitted. All students
The University of Iowa REACH Program (UI-
who apply to the program complete an applica-
REACH) is one of the 27 federally funded
tion packet, tour the program, and participate
transition programs. It is a two-year certifi-
in on-campus student and family interviews.
cate (non-degree earning) program for stu-
Upon admission, all students are issued a
dents with ID. The overarching mission of
university identification card and register for
the program is to provide students with ID a
classes and pay bills in the same way as other
comprehensive, inclusive college experience
students do. Families may submit a Free Appli-
which prepares them to become indepen-
cation for Federal Student Aid (FAFSA) to the
dent, engaged, self-determined young adults
university Office of Financial Aid to qualify for
(University of Iowa, 2010). The UI-REACH
Volume 40, No. 1 • 2013 189
Jo M. Hendrickson • Amy Vander Busard • Derek Rodgers • Bethany Scheidecker
a need-based UI-REACH scholarship. Approx- positive characteristics of individuals with ID,
imately $500,000 in privately donated monies who are also hardworking, loyal, fun, trustwor-
have been awarded to date. thy, dedicated, passionate, kind hearted, joyful,
and committed to being lifelong learners; nor
No specific disability label is required to be
are they intended to suggest a negative, deficit-
part of the program, which admits students
oriented perspective. Rather, the intent is to
with a wide range of intellectual, social, inde-
underscore the very serious challenges faced
pendent life, and communication skills. Most
by these students and to recognize the heroic
have some volunteer and community-based
effort they may put forth every day to access
experiences. Academic achievement levels are
and enjoy opportunities and resources others
wide-ranging, with the majority of students’
may take for granted.
academic skills between the 3rd and 6th grade
level. Similarly, overall cognitive/intellectual
STUDENT LIFE AND CAMPUS
functioning as measured by standardized in-
INVOLVEMENT
telligence tests revealed intelligence quotients
(M = 100, SD = 15) ranging from the 50s to The literature is replete with research that
approximately 100, with the scores of most supports the value of residence hall life and
students falling in the low- to mid-70s. living-learning communities for undergradu-
UI-REACH students typically have difficul- ate students in such areas as adjustment to
ties in the following areas: college (Pascarella & Terenzini, 2005), academ-
ic outcomes (Brower, 1996; Stassen, 2003), and
• attention span and memory
social transitions (e.g., social interactions, social
• time and money management
adjustment) (Stassen, 2003). At UI-REACH, we
• organization
often refer to the residence hall and campus as
• self-regulation of emotions and behaviors
our most important classroom. For the most
• processing oral language part, campus life for UI-REACH students is
• interpreting and responding to social cues similar to that for any undergraduate living in
and verbal instructions the residence hall. In addition to following uni-
• heightened anxiety versity and housing student handbook policies,
• fatigue these students are expected to abide by several
procedures intended to promote student safety
• managing peer pressure
(e.g., sign-in each evening, be in the building by
• social and personal boundaries
curfew) and engagement (e.g., attend mentor-
• problem-solving and stress management
supported evening activities, volunteer). Their
• abstract thinking social adjustment and personal transition to the
• fine and gross motor skills university and their independence are impacted
• sleep regulation positively by this integrated residence hall com-
• hypersensitivity to light/sound/touch munity experience with traditional undergradu-
ate students.
• rigidity of thinking
Also integral to their adjustment are the
These difficulties do not overshadow the
190 The JourNal of College aNd uNiVersiTy sTudeNT housiNg
How Are They Faring?
residence hall assistants (RAs). UI-REACH col- No specific disability label
laborates with University Housing & Dining to
is required to be part of the
recruit, hire, and train its undergraduate RAs.
Two male and two female RAs rotate duty, program, which admits students
one on each of two hall floors during the later
with a wide range of intellectual,
hours of each evening of the week. Although
UI-REACH students often interact with other social, independent life, and
RAs in the residence hall, the first staff person
communication skills.
they tend to seek out with questions and con-
cerns is one of their own RAs.
To encourage engagement in campus ac-
tivities, RAs and mentors support UI-REACH these students’ psychological well-being after
students in their initial participation in hall- a year in college to determine whether or not
sponsored social and educational programs they were similar or dissimilar to their college
with undergraduates; once the students are peers. The University of Iowa, like many uni-
comfortable, they attend such activities in- versities, is a very diverse community; there-
dependently. These inclusive experiences fore, the second research objective was to
promote acceptance, respect, and cooperation, assess UI-REACH students’ openness to di-
as well as building a community and sense versity and response to diversity challenges.
of belonging (Vander Busard, 2012). These Together these data might help to inform and
students experience campus life with other potentially bolster the arguments of college
students by participating in such things as cul- and university proponents considering devel-
tural and social events, theater performances, oping postsecondary education opportunities
student clubs, and sporting events. Through for students with ID.
their involvement in these and other leisure The responses of UI-REACH students
and recreational opportunities, they discover were compared to those of undergraduates
new interests. UI-REACH staff have found that using two scales—the Ryff Scales of Psycho-
students and families highly value campus life, logical Well-Being (SPWB) and the Openness
especially the residence hall experience. Fami- to Diversity/Challenge Scale (ODC)—after
lies of these students have stated unequivocally they had been on campus for one year. We
during applicant interviews that living in the used a randomly selected sample from the
residence hall and experiencing typical student Wabash National Study of Liberal Arts Edu-
life activities were pivotal factors in the stu- cation as a naturally occurring comparison
dent’s decision to become part of the program. group. The Wabash study was designed to
measure the experiences and outcomes of a
UI-REACH STUDENTS AND FIRST-
liberal arts education. Our random sample was
YEAR COLLEGE STUDENTS
drawn from a larger sample that consisted of
Our study of UI-REACH and its students had first-year students at 19 four-year and two-year
two research objectives; the first was to assess colleges and universities located in 11 states
Volume 40, No. 1 • 2013 191
Jo M. Hendrickson • Amy Vander Busard • Derek Rodgers • Bethany Scheidecker
The seven-item Openness with frequently used measures of happiness
and satisfaction and negative associations
to Diversity/Challenge Scale
with depression. The clearest evidence of the
measures openness to cultural instrument’s predictive validity is with the
self-acceptance and environmental mastery
and racial diversity and the
scales (Ryff & Keyes, 1995). The internal con-
extent to which one enjoys sistency (alpha) reliability for the total SPWB
scales is .88 (E. Pascarella, personal commu-
being challenged by different
nication, July 13, 2012).
perspectives, values, and ideas. The seven-item Openness to Diversity/
Challenge Scale measures openness to cul-
tural and racial diversity and the extent
to which one enjoys being challenged by
different perspectives, values, and ideas
from four general regions of the United States:
(Pascarella, Edison, Nora, Hagedorn, &
the Northeast, Southeast, Midwest, and Pacific
Terenzini, 1998). Scores on this scale signifi-
Coast. The total sample with both precollege
cantly predict the likelihood of participating
and end-of-first-year data was 3,081 students
in a racial/cultural workshop during the first
(E. Pascarella, personal communication, July 13,
year of college (Whitt, Edison, Pascarella,
2012). The Wabash data were collected in the
Terenzini, & Nora, 2001). Precollege scores
fall of 2006 and the spring of 2007; UI-REACH
correlated .37 with a measure of students’
data were collected in the fall of 2011 and the
experiences with diverse others and diverse
spring of 2012. These data were collected with
ideas. The Openness scale has an internal
IRB approval as part of the REACH repository
consistency reliability of .83 (E. Pascarella,
and included informed consent/assent.
personal communication, July 13, 2012). Our
Psychological well-being was operationalized
analyses showed that UI-REACH student
with the total score from the Ryff scales (Ryff,
data paralleled the Wabash data. Various
1989; Ryff & Keyes, 1995), which is a 54-item
forms of regression-based analysis of covari-
theoretically grounded instrument that specif-
ance were used to determine the differences
ically focuses on measuring six dimensions of
between UI-REACH students (n = 20) and
psychological well-being: positive evaluations
the Wabash random sample comparison
of oneself (self-acceptance), sense of continued
group (n = 25) on the dependent measures
growth and development as a person (personal
(i.e., psychological well-being, openness to
growth), belief in a purposeful and meaning-
diversity). All dependent measures were
ful life (purpose in life), quality relations with
standardized. In each comparison, statisti-
others (positive relations with others), capacity
cal controls for the following covariates were
to effectively manage one’s life and surround-
introduced: a parallel precollege measure of
ing world (environmental mastery), and sense
each dependent variable; full-time or less
of self-determination (autonomy). The scales
than full-time enrollment; living on campus
tend to have significant, positive associations
192 The JourNal of College aNd uNiVersiTy sTudeNT housiNg
How Are They Faring?
versus commuting; a seven-item measure of hall and on campus in similar ways.
secondary school involvement; an eight-item DISCUSSION OF OUTCOMES,
measure of precollege academic motivation;
CHALLENGES, AND
a measure of parental education; attendance
CRITICAL SUPPORTS
at a community college; and attendance at
a liberal arts college (E. Pascarella, personal Propelled by the Higher Education Opportuni-
communication, July 13, 2012). ty Act of 2008 and evidence that postsecondary
Table 1 summarizes the results of the anal- education positively impacts individuals with
yses of covariance. The coefficient in Table ID, inclusive residential living opportunities
1 represents the adjusted mean difference such as the living-learning community devel-
between the UI-REACH students and the oped at the University of Iowa are emerging.
Wabash comparison group on end-of-first- The advent of students with ID successfully
year dependent measures. A positive coeffi- attending colleges and universities refutes
cient represents an adjusted mean difference the conventional wisdom of who should go
favoring the UI-REACH students, while a to college (Ludlow, 2012). Analysis of first-
negative coefficient represents an adjusted year undergraduate and UI-REACH student
mean difference favoring the Wabash com- responses to the Ryff scales showed no sig-
parison group. There were no statistically sig- nificant differences in the student groups, sug-
nificant adjusted mean differences between gesting that the psychological adjustment of
the UI-REACH students and their Wabash students with ID cannot be differentiated from
counterparts. The absence of a statistically that of typical undergraduates after one year of
significant difference indicates that both stu- college. Similarly, UI-REACH student respons-
dents with ID and traditional undergraduates es to the Openness scale showed no significant
have similar psychological well-being profiles, difference. These indicators suggest that stu-
suggesting that they experience and respond dents with ID are transitioning to college life
to cultural and racial diversity in the residence in a manner similar to that of first-year college
Table 1
Statistically Adjusted Mean Differences Between REACH Students and a Random Sample
of Wabash National Study (WNS) Students on Selected End-of-First-Year Scales
Dependent variable scales Coefficient *, ** p-value
ryff overall scales of
-.216 .513
Psychological Well-Being
openness to diversity/
-.102 .829
Challenge scale
Note. *REACH students (n = 20); random WNS student sample (n = 25).
**The negative coefficient (-) represents an adjusted mean difference favoring the WNS comparison group.
Volume 40, No. 1 • 2013 193
Jo M. Hendrickson • Amy Vander Busard • Derek Rodgers • Bethany Scheidecker
The advent of students with ID practicing self-control, self-advocacy, and prob-
lem-solving. Designing carefully coordinated,
successfully attending colleges
individualized strategies for addressing per-
and universities refutes the sonal challenges is a continuous process. Staff
are always weighing the importance of the in-
conventional wisdom of who
dividual making independent choices (good
should go to college. or bad) with when and how much support
to provide and must consider the learning
curves of students, their limited experience in
complex social environments, and their need
for substantially more practice in using age-ap-
students across the U.S.
propriate behaviors and emotions. That being
The work of Longerbeam, Inkelas, and
said, the safety, rights, and well-being of each
Brower (2007) may in part explain the similar
student and the community are considered in
experiences of UI-REACH students and first-
determining courses of action.
year college students. They noted that student
To promote respectful interactions and to
engagement increases across time along with
capture teaching moments beyond the aca-
a sense of belonging (Inkelas, Daver, Vogt, &
demic classroom, UI-REACH employs several
Leonard, 2007) as students learn to navigate
strategies: (a) program-specific resident assis-
campus and build relationships with peers,
tants (b) on-call UI-REACH professional staff,
faculty, and staff and as the stresses associated
(c) nightly duty logs and weekly staff meetings,
with everyday student life decline. To create a
(d) referrals to university services, and (e) me-
parallel experience for UI-REACH students,
diated roommate contracts. The program also
the program’s staff dedicate several days to
offers short-term courses (e.g., stress manage-
campus navigation activities and attempt to
ment, couples counseling) to small groups of
reduce the anxiety associated with change
UI-REACH students.
by using individualized student schedules,
weekly advising sessions, and carefully timed As noted previously, UI-REACH resident
announcements. To offset potential social iso- assistants have the same responsibilities as
lation and to enhance social connections, some traditional RAs do (e.g., roommate mediation,
evening and weekend activities are required. community building, educational and recre-
To enhance motivation, leadership develop- ational programming). They also receive spe-
ment is linked with student interests. cialized training to prepare them for additional
responsibilities (e.g., monitoring curfew, mod-
Being part of a living-learning community
eling appropriate social skills and boundaries,
offers a plethora of opportunities for achiev-
assisting residents with expressing themselves,
ing personal growth, developing positive rela-
providing direct and meaningful feedback, and
tions, and gaining a sense of environmental
fostering positive social interactions among all
mastery. We consider student misunderstand-
students in the hall). These RAs are the natural
ings, negative interactions, and quarrelsome
bridge between the UI-REACH living-learning
behavior to be opportunities for learning and
194 The JourNal of College aNd uNiVersiTy sTudeNT housiNg
How Are They Faring?
community and the greater residence hall. continuously surprising me with their newly
acquired knowledge and abilities.” The RAs
The 10th floor of Stanley Hall, home to
also acknowledged their own personal growth
both UI-REACH and other undergraduate
in understanding disabilities issues and devel-
residents, was named the Residence Hall Com-
oping more patience.
munity of the Month in 2011 by the National
Association of College and University Resi- Establishing and maintaining open com-
dence Halls (NACURH) for being respectful, munication with UI-REACH family members/
safe, and engaging for all students (Vander guardians is essential for the student’s adjust-
Busard, 2012). The RA who submitted the ment to college. Of course, these students are
nomination indicated that the community was granted the same rights to privacy as other
strong for several reasons: students (see the Family Education Rights
several traditional residents have opted and Privacy Act [FERPA, 1974]). While some
to return to the 10th floor community as a UI-REACH students are their own guard-
result of their positive experience with reaCh ians, others have legal guardians. To enable
students. Today, staff and guests can hear UI-REACH staff to support students, each
residents joking with each other, laughing student is assigned a professional staff
together, and comforting each other.
member as an advisor to serve as a liaison to
it is a great community for all residents— family members/guardians. An advisor may
one that offers a feeling of unity, belonging, contact family members/guardians to share
and hope for the future.
updates on a student’s progress, to seek guid-
Reflecting upon the 2011-12 academic year, ance on a recurring concern, or to discuss
the RAs noted that initially they were concerned ways family members/guardians can support
about saying or doing something wrong and and reinforce a student. This collaborative re-
wanted to interact with the UI-REACH stu- lationship enables the student to receive a con-
dents as they did with other students. The RAs sistent message when grappling with different
observed that these students were successful in situations. Family members/guardians also
adapting to the residential environment: collaborate with UI-REACH advisors in com-
[They] made huge strides in their maturity municating expectations for academics and
when dealing with other residents [and behavior to these students.
they] gained much more independence and
The results of our study of UI-REACH stu-
confidence, and [made] huge improvements
in things they . . . had to work really hard at
and be reminded about multiple times at the
Several traditional residents
beginning of the year [that] were an inexistent
[sic] issue by the end.
have opted to return to the 10th
The RAs commented on benefits to them-
floor community as a result of
selves and to the other students, indicating that
“individuals with disabilities are forever over- their positive experience with
coming the odds against them. . . . They were
REACH students.
Volume 40, No. 1 • 2013 195