Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

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

  • Amy L. Cook, Ph.D. (Author) University of Massachusetts Boston image/svg+xml
    Amy L. Cook is an assistant professor in the Counseling and School Psychology Department, College of Education and Human Development at the University of Massachusetts Boston. She received a PhD in Educational Psychology from the University of Connecticut Storrs. She has worked in urban schools and mental health agencies, providing counseling services to students, clients, and families. Her research interests focus on reducing racial/ethnic inequalities in education and promoting equity, access, and positive youth development. She focuses on these outcomes through community-engaged research with youth in partner schools and organizations. She is committed to using scholarly research in a manner that advances democratic collaboration and educational equity. Most recently, she has served as coordinator and program evaluator for an inclusive concurrent enrollment partnership that promotes optimal postsecondary transition for students with intellectual disability.
  • Felicia L. Wilczenski, Ed.D. (Author) University of Massachusetts Boston
    Felicia L. Wilczenski, Ed.D. is a professor of Counseling and School Psychology and the Interim Dean of the College of Education and Human Development at the University of Massachusetts Boston. Professor Wilczenski’s scholarly and teaching interests focus on universal design for learning and service-learning applications in higher education and in inclusive K-12 settings. She is the author of a nationally award winning book, A Practical Guide to Service Learning: Strategies for Positive Development in Schools, for which she was named 2008 John Glenn Scholar in Service Learning by the John Glenn School of Public Affairs at the Ohio State University. Most recently, Professor Wilczenski is studying the impact of service learning as strategy to enhance school-to-work transitions and inclusion for students with disabilities. She has directed an inclusive concurrent enrollment partnership expanding post-secondary education options for students with intellectual disability.
  • Laura Vanderberg, Ph.D. (Author) Curry College image/svg+xml
    Laura E. Vanderberg is a professor at Curry College and Director of the Program for Advancement of Learning. She has a Ph.D. in Applied Child Development from Tufts University. She has worked as a teacher and clinician with students across the lifespan, focusing on atypical cognitive development and applied research-based interventions for students with learning differences. Her research interests focus on cognitive development, developmental differences, and education for students with a variety of disabilities. She is committed to the synthesis of research, theory, and practice for improving the educational experiences and developmental outcomes for diverse learners.
DOI
https://doi.org/10.64546/jaasep.324
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.
Keywords
At Risk Students, Dual Enrollment, High School Students, Intellectual Disability, Interviews, Postsecondary Education
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How to Cite
Cook, A. L., Wilczenski, F. L., & Vanderberg, L. (2017). Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability. Journal of the American Academy of Special Education Professionals, 12(1), 25-44. https://doi.org/10.64546/jaasep.324

Winter 2017

Article Information

  • Article Type Articles
  • Submitted December 7, 2016
  • Published February 15, 2017
  • Issue Winter 2017
  • Section Articles
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