Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program

Love, Kristen; Mock, Martha

doi:10.1177/8756870518783707

Cited by 5 publications

(6 citation statements)

References 30 publications

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“…Likewise, peer perspectives should also be combined with those of students with IDD to guide overall program evaluation and improvement. A small number of studies have illustrated the important insights participating students with disabilities also bring (e.g., Love & Mock, 2019; Wilt & Morningstar, 2020). Fifth, the nature of the relationships that develop among students with and without disabilities as part of formal experiences warrants careful consideration.…”

Section: Discussionmentioning

confidence: 99%

Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review

Carter

McCabe

2020

Behav Modif

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Peers play a central role in supporting college access for students with intellectual and developmental disabilities (IDD). This review examines available research addressing the perspectives of college student peers on the inclusive postsecondary education (IPSE) movement and their involvement in it. Approximately 2,670 peers—most of whom were female and undergraduates—participated in these 37 studies. We review findings addressing the views of peers on the following topics: (a) motivations for volunteering, (b) effectiveness as a peer support, (c) challenges they encountered, (d) impact of involvement on themselves, (e) impact of IPSE on their campus, (f) recommendations for IPSE programs, and (g) attitudes regarding disability. This research collectively highlights the multiple factors that draw peers to become involved, the experiences peers have within their campus’ programs, the myriad ways in which they and their campus may benefit from this movement, and their views regarding inclusion and disability. We offer recommendations for research and practice aimed soliciting the views and involvement of peers within the inclusive postsecondary education movement.

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Section: Discussionmentioning

confidence: 99%

Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review

Carter

McCabe

2020

Behav Modif

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“…Youth with ID and ASD also are less likely than their peers with other or no disabilities to live independently, with only 36% of youth with ID and 17% of youth with ASD reporting that they lived on their own in the 8 years following high school (Newman et al, 2011). Moreover, students with ID and ASD who reside in rural areas may face additional challenges, including limited paid employment opportunities and fewer resources (Love & Mock, 2019).…”

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confidence: 99%

WSU ROAR and ROAR Online! Program Description and COVID-19 Response

McMahon

Hirschfelder

Poppen

et al. 2021

Rural Special Education Quarterly

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Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four pillars: WSU ROAR workshops, Washington State University audit courses, employment experiences, and independent living. Individualized instruction guides the WSU ROAR workshops to allow students to develop their independence. Students also participate in audit courses in inclusive settings on campus to gain skills to help with future employment opportunities. Peer Allies, who are students traditionally enrolled at college, provide meaningful social and academic relationships by partnering with the students in WSU ROAR. This program description discusses the development of the postsecondary education program and its adaptation to meet its goals while addressing the challenges of being a rural university in eastern Washington. This program description also describes how the WSU ROAR program adapted to a remote learning platform during the COVID-19 pandemic.

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“…The campus environment can be daunting for some students with ID as it requires higher levels of autonomy than in most traditional K-12 settings, especially those more restrictive educational placements (e.g., self-contained special education classrooms). Furthermore, participation by students with ID in PSE is relatively new; thus, questions still remain as to how to provide adequate supports in these complex less structured environments (Alpern & Zager, 2007;Love & Mock, 2019).Over the last few decades, more than 300 specialized PSE programs have been established to provide academic, social, and job-related college experiences for students with ID (Think College, 2020). These experiences yielded a 65% employment rate for individuals with ID who participated in PSE programs in comparison to 19% for people who did not attend a PSE program (Grigal et al, 2018).…”

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confidence: 99%

“…Compared with those who only had a high school education, graduates from PSE programs worked nearly 50% more hours and in turn earned US$80 to US$95 more per week (Cimera et al, 2018;O'Neill et al, 2015). While the outcomes of these programs present numbers that justify such efforts, the components of those experiences are the pieces that facilitate individual success, especially in rural communities (Love & Mock, 2019). The focus of these PSE programs is on academic enrichment, socialization, independent living skills (including self-advocacy), and integrated work experiences to develop skills for future employment (Hart et al, 2010).Social communication plays a crucial role in the routines of daily life, especially at college.…”

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confidence: 99%

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confidence: 99%

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Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms

Douglas

Idol

Chung

2021

Rural Special Education Quarterly

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As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We concluded the article by discussing key findings, limitations, future research directions, and implications for practice.

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Participatory Action Research and Student Perspectives in a Rural Postsecondary Education Program

Cited by 5 publications

References 30 publications

Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review

Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review

WSU ROAR and ROAR Online! Program Description and COVID-19 Response

Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms

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