“Nothing Separate”: Understanding Why Students With Intellectual Disabilities Choose Inclusive Post Secondary Education

Sara Jo Soldovieri; Beth Myers

doi:10.1111/bld.12650

journal article Apr 22, 2025

“Nothing Separate”: Understanding Why Students With Intellectual Disabilities Choose Inclusive Post Secondary Education

Sara Jo Soldovieri

Beth Myers

British Journal of Learning Disabilities Vol. 53 No. 2 pp. 223-229 · Wiley

View at Publisher Save 10.1111/bld.12650

Abstract

Summary

More students with intellectual disabilities are going to college in the United States. We wanted to learn what students with intellectual disabilities say about their college plans.

We read student applications for one college programme. Students with intellectual disabilities said they wanted four main things:

To join all college activities and not be separated.

To keep learning new things.

To follow the path of their family and friends who went to college.

To be as independent as they can.

The students also talked about needing support to be successful in college.

This study shows what students with intellectual disabilities might want in a college programme. Colleges need to take this into account so that they can support students with intellectual disabilities and make sure they are really included.

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Metrics

1

Citations

48

References

Details

Published: Apr 22, 2025
Vol/Issue: 53(2)
Pages: 223-229
License: View

Authors

S

Sara Jo Soldovieri

Syracuse University Syracuse New York USA

B

Beth Myers

The Taishoff Center for Inclusive Higher Education Syracuse University Syracuse New York USA

Cite This Article

Sara Jo Soldovieri, Beth Myers (2025). “Nothing Separate”: Understanding Why Students With Intellectual Disabilities Choose Inclusive Post Secondary Education. British Journal of Learning Disabilities, 53(2), 223-229. https://doi.org/10.1111/bld.12650

“Nothing Separate”: Understanding Why Students With Intellectual Disabilities Choose Inclusive Post Secondary Education

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