This article presents a case study of four participants diagnosed with mild-to-moderate intellectual disabilities, enrolled in support programs for neuro-atypical students at four-year private Christian universities in the Southeastern United States. Further, this article examines how these participants measured success in said programs, as well as whether success was achieved. This program aimed to provide students with opportunities to learn and grow alongside their neuro-typical peers in a rich academic environment. Through this case study, it was found that there are three primary criteria for success: class attendance (both general population and support-program classes), independence (including independent living, sustained employment), and social involvement.
|Advisor:||Hunter, William C., Nordstrom, Susan N.|
|Commitee:||Ley-Davis, Luann L., Schiro-Geist, Chrisann|
|School:||The University of Memphis|
|Department:||Instruction & Curriculum Leadership|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Special education, Disability studies, Higher education|
|Keywords:||Case study, Mild to moderate intellectual disabilities, Post-secondary collegiate programs|
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