Personal, Social and Vocational Outcomes of Inclusive University for People With Intellectual Disability

Area of Science:

• Higher Education Studies
• Disability Studies
• Inclusion Research

Background:

• Historically, individuals with intellectual disability (ID) have been excluded from university education.
• Inclusive higher education programs have emerged globally over the last 30 years.
• Limited research examines the full spectrum of outcomes and influencing factors for students with ID in these programs.

Purpose of the Study:

• To examine the range of outcomes for students with ID in inclusive university programs.
• To identify factors that facilitate or impede positive outcomes.
• Focus on autonomy, self-confidence, inclusion, and employment.

Main Methods:

• A scoping review of six academic databases was conducted.
• Forty-five studies meeting inclusion criteria underwent quality assessment.
• Twenty-two high-quality studies were included in the final data analysis.

Main Results:

• Students with ID achieved positive outcomes in employment, confidence, autonomy, and social skills.
• Facilitating factors included accessibility, expectations, support, attitudes, pedagogy, and program design.
• Impeding factors were also identified within these categories.

Conclusions:

• Individualized support within inclusive university programs leads to predominantly positive outcomes for students with ID.
• A comprehensive, university-wide approach is necessary for genuine and full inclusion.
• Recommendations for future research and practice are provided.