Date Presented 04/03/2025
This session highlights research on the unique roles that OT practitioners bring to interdisciplinary teams responsible for developing and implementing inclusive postsecondary education (IPSE) programs for students with intellectual and developmental disabilities (IDD).
Primary Author and Speaker: Meghan Blaskowitz
Additional Authors and Speakers: Emma Tierney, McKenna Killion, Alia Pustorino-Clevenger
PURPOSE: OTPs have expertise in supporting adolescents with intellectual and developmental disabilities (IDD) in the areas of life skills, transition, self-determination, executive functioning, and adapting/grading tasks and academic curriculum. In the last two decades, more students with IDD enrolled in college and 337 inclusive post-secondary education (IPSE) programs now exist in the U.S. (Think College, 2024). Students with IDD are more self-determined in response to higher education with 84.6% of IPSE graduates achieving employment and 92% reporting greater engagement in their communities (Burke, 2024; Miller et al., 2016). While many professionals collaborate to support college students with IDD, staff typically have education backgrounds and IPSE remains a role-emerging practice setting for OTPs.
DESIGN: We conducted a cross-sectional survey of Pennsylvania (PA) IPSE programs to understand the disciplines most frequently represented, their unique expertise, and the on-campus units OTPs engage with to support students with IDD at college.
METHOD: In Spring 2024, an 8-item survey was administered to all PA IPSEs to understand interprofessional collaborations in programs and the role(s) of OTPs on IPSE teams.
RESULTS: Responses were received from 47% of PA’s IPSE programs (n=7). Most programs (70%) are led by education/special education professionals. Over 43% of programs involved OTPs. These OTPs provided person-centered planning approaches; student training in life skills and executive functioning; academic task analysis; and help in understanding the expectations of college. OTPs most often interfaced with: Wellness Centers (100%); Student Life (100%); and Career Offices (86%) in addition to other campus units.
CONCLUSION: With the unique skills OTPs possess and their focus on person-centeredness, OTPs should be at the forefront of developing IPSE initiatives at colleges in an effort to close educational/employment disparity gaps for students with IDD.
References
Burke, K., Blaskowitz, M.G., Amaya, A., Licata, A.M., Pustorino-Clevenger A.M., Miller, N. (2024). Self-determination and inclusive postsecondary education for students with intellectual disability: A review of the literature. Journal of Inclusive Postsecondary Education, 6(1). https://doi.org/10.13021/jipe.2024.3548
Miller, K.D., DiSandro, R., Harrington, L., & Johnson, J.S. (2016). Inclusive Higher Education is Reaping Benefits for Individuals with Intellectual Disabilities: One Program’s Story. Think College Insight Brief, Issue No. 29. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.
Think College. (2024). Think College Search. https://thinkcollege.net/college-search
