Date Presented 04/04/2025
Self-determination among students with intellectual and developmental disabilities (IDD) is associated with positive postsecondary outcomes. Researchers measured the self-determination of students with IDD enrolled in inclusive postsecondary education settings over a 3-year period.
Primary Author and Speaker: Meghan Blaskowitz
Additional Authors and Speakers: Emma Tierney, McKenna Killion
Contributing Authors: Andrea Parente, Sally A. Gould-Taylor
PURPOSE: The Higher Education Opportunity Act of 2008 increased inclusive postsecondary education (IPSE) opportunities for students with IDD. Self-determination positively predicts post-school outcomes for adolescents with IDD including community participation and employment (Burke et al., 2024). IPSE programs offer a pathway to achieving self-determination, higher education, and employment for students with IDD (Grigal et al., 2021). Occupational therapy practitioners (OTPs) are a vital part of IPSE teams, and the Occupational Therapy Practice Framework-4 identifies self-determination as a key area of intervention.
DESIGN: Over a three-year period, students in IPSE programs at five Pennsylvania universities completed the Self-Determination Inventory:Adult Report (SDI:AR; Shogren et al., 2021) at the beginning and end of each academic year (AY). This poster will present data on SDI:AR scores from AY 2023-2024.
METHOD: The SDI:AR is a validated 21-item self-report measure for adults (18 and older) with and without disabilities. Respondents rate their level of agreement with statements on their ability to make choices/decisions and set and pursue goals. Researchers conducted multivariate regression analysis to identify differences between baseline and follow-up SDI:AR scores in response to IPSE.
RESULTS: 52 students completed the SDI:AR in AY 2023-2024. Most students were White/Caucasian (56%), male (62%) and required minimal support (46%). There were no significant differences in SDI:AR scores by program, gender, race, ethnicity, or support needs. For each additional year of age, students had a 2.25 increase in their SDI:AR scores.
CONCLUSION: As IPSE programs grow for students with IDD, it is critical that OTPs support self-determination across the lifespan. We must also examine the impact of IPSE programs on self-determination, and methods for supporting this skill in college to increase potential for employment and close disparity gaps for this population.
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
Grigal, M., Dukes, L.L. III, & Walker, Z. (2021) Advancing access to higher education for students with intellectual disability in the United States. Disabilities, 1(4), 438–449. https://doi.org/10.3390/disabilities1040030
Shogren, K.A., Rifenbark, G.G., & Hagiwara, M. (2021). Self-determination assessment in adults with and without intellectual disability. Intellectual and Developmental Disabilities, 59(1), 55–69. https://doi.org/10.1352/1934-9556-59.1.55
