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Titre : | Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. (2017) |
Auteurs : | Lucretia A Berg,, Auteur ; Tracy Jirikowic, Auteur ; Katie Haerling, Auteur |
Type de document : | Article |
Dans : | American journal of occupational therapy (Vol. 71, n° 3, May/June 2017) |
Article en page(s) : | pp.1-9 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Déficience intellectuelle ; Education |
Résumé : | Students with intellectual and/or developmental disabilities (IDD) Increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum--including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations--is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum. |
Disponible en ligne : | Oui |
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