Abstract This study reports on the experiences of students with intellectual disability labels who participated in inclusive postsecondary education (ipse) at a public university. A disability studies framework is employed to discern and critique the aims of ipse programs and forefront the perspectives of persons who are identified as intellectually disabled. Qualitative participant-observation data was gathered and analyzed to describe how participants narrate ways they understand and value reciprocal relationships and working towards in(ter)dependence as productive and key aspects of their experience at a college. Implications of attending to student voice to guide our program development is discussed along with broader implications for the field.
- disability studies
- inclusive postsecondary education
- intellectual and developmental disability
- student voice