Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability

Despite the rapid growth in inclusive university programs, access to inclusive higher education is still limited for students with intellectual disability (ID). This article explores the perspectives of 34 students with ID on their motives for accessing the inclusion and job placement programs at th...

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Detalles Bibliográficos
Autores: Sala Bars, Ingrid, Moriña, Anabel, Casas, Ana, van der Mel, Lucía
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universitat Ramon Llull (URL)
Repositorio:DAU Arxiu Digital de la Universitat Ramon Llull
OAI Identifier:oai:dau.url.edu:20.500.14342/4775
Acceso en línea:http://hdl.handle.net/20.500.14342/4775
https://doi.org/10.3390/bs13090745
Access Level:acceso abierto
Palabra clave:Ensenyament universitari
Transició a la vida activa
Estudiants universitaris discapacitats
Educació inclusiva
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spelling Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual DisabilitySala Bars, IngridMoriña, AnabelCasas, Anavan der Mel, LucíaEnsenyament universitariTransició a la vida activaEstudiants universitaris discapacitatsEducació inclusivaDespite the rapid growth in inclusive university programs, access to inclusive higher education is still limited for students with intellectual disability (ID). This article explores the perspectives of 34 students with ID on their motives for accessing the inclusion and job placement programs at three Spanish universities and the external factors that contributed to their studying at the university. The study used a qualitative methodology based on a phenomenological approach using semi-structured interviews that had previously been validated and piloted. The data were analyzed using an inductive category and code system. The results addressed four questions: What is the participant’s academic pathway? What is their job profile? What are their reasons for studying at the university? What are the external factors that influenced their studying at the university? The study concludes that higher education can be an invaluable tool to foster the workplace inclusion of individuals with ID and promote their independent living. Furthermore, the family, organizations, and third-sector entities, as well as collaboration among them, emerged as key contextual factors for access to higher education and the personal and professional development of individuals with ID.info:eu-repo/semantics/publishedVersionMDPIUniversitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna202520252023info:eu-repo/semantics/article15application/pdfhttp://hdl.handle.net/20.500.14342/4775https://doi.org/10.3390/bs13090745reponame:DAU Arxiu Digital de la Universitat Ramon Llullinstname:Universitat Ramon Llull (URL)InglésBehavioral Sciences, 2023, 13(9)© L'autor/aAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:dau.url.edu:20.500.14342/47752026-06-21T06:40:37Z
dc.title.none.fl_str_mv Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
title Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
spellingShingle Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
Sala Bars, Ingrid
Ensenyament universitari
Transició a la vida activa
Estudiants universitaris discapacitats
Educació inclusiva
title_short Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
title_full Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
title_fullStr Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
title_full_unstemmed Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
title_sort Reasons and External Factors That Influence Access to University and Job Placement Programs for Individuals with Intellectual Disability
dc.creator.none.fl_str_mv Sala Bars, Ingrid
Moriña, Anabel
Casas, Ana
van der Mel, Lucía
author Sala Bars, Ingrid
author_facet Sala Bars, Ingrid
Moriña, Anabel
Casas, Ana
van der Mel, Lucía
author_role author
author2 Moriña, Anabel
Casas, Ana
van der Mel, Lucía
author2_role author
author
author
dc.contributor.none.fl_str_mv Universitat Ramon Llull. Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna
dc.subject.none.fl_str_mv Ensenyament universitari
Transició a la vida activa
Estudiants universitaris discapacitats
Educació inclusiva
topic Ensenyament universitari
Transició a la vida activa
Estudiants universitaris discapacitats
Educació inclusiva
description Despite the rapid growth in inclusive university programs, access to inclusive higher education is still limited for students with intellectual disability (ID). This article explores the perspectives of 34 students with ID on their motives for accessing the inclusion and job placement programs at three Spanish universities and the external factors that contributed to their studying at the university. The study used a qualitative methodology based on a phenomenological approach using semi-structured interviews that had previously been validated and piloted. The data were analyzed using an inductive category and code system. The results addressed four questions: What is the participant’s academic pathway? What is their job profile? What are their reasons for studying at the university? What are the external factors that influenced their studying at the university? The study concludes that higher education can be an invaluable tool to foster the workplace inclusion of individuals with ID and promote their independent living. Furthermore, the family, organizations, and third-sector entities, as well as collaboration among them, emerged as key contextual factors for access to higher education and the personal and professional development of individuals with ID.
publishDate 2023
dc.date.none.fl_str_mv 2023
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.14342/4775
https://doi.org/10.3390/bs13090745
url http://hdl.handle.net/20.500.14342/4775
https://doi.org/10.3390/bs13090745
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Behavioral Sciences, 2023, 13(9)
dc.rights.none.fl_str_mv © L'autor/a
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © L'autor/a
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 15
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:DAU Arxiu Digital de la Universitat Ramon Llull
instname:Universitat Ramon Llull (URL)
instname_str Universitat Ramon Llull (URL)
reponame_str DAU Arxiu Digital de la Universitat Ramon Llull
collection DAU Arxiu Digital de la Universitat Ramon Llull
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