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 per spectives of 34 students with ID on their motives for accessing the inclusion and job placement programs at t...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/150504 |
| Acesso em linha: | https://hdl.handle.net/11441/150504 https://doi.org/10.3390/bs13090745 |
| Access Level: | acceso abierto |
| Palavra-chave: | IDD Higher education Transition Inclusive education Workplace inclusion |
| Resumo: | 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 per spectives 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. |
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