Engagement of Students with Intellectual and Developmental Disabilities in Postsecondary Education Public Deposited

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Last Modified
  • March 22, 2019
Creator
  • Furgang, Emily
    • Affiliation: School of Medicine, Department of Allied Health Sciences, Division of Occupational Science and Occupational Therapy
Abstract
  • This dissertation presents finding s from an ethnographic study of students with intellectual and developmental disabilities (IDD) enrolled in a specialized postsecondary education program at a public university in North Carolina. Specifically, it discusses how 10 students engaged in postsecondary education activities and developed student identities over the course of one academic year. A transactional perspective is used to frame this study holistically, such that the transactions of various factors contributing to the students' occupation and identity development are considered. This research is significant for occupational science because it examines a period of transition that is influential in shaping current and future life occupations. Moreover, it explores the novel occupational experiences of a population that has historically been restricted from engaging in postsecondary education. This study utilized qualitative methods, including semi-structured interviews and participant observation with college students with IDD. Findings address the transactional nature of engagement in postsecondary education and the construction of the students' occupations and identities, while affirming the dialectical relationship of occupation and identity previously described in the occupational science literature. These findings are portrayed through stories of the students' experiences. Further areas for research related to the experiences of college students with IDD engaging in postsecondary education are also discussed.
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  • In Copyright
Advisor
  • Humphry, Ruth
Degree
  • Doctor of Philosophy
Graduation year
  • 2013
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