Document Type
Dissertation
Degree
Doctor of Philosophy
Major
Education, Educational Leadership & Policy Studies
Date of Defense
4-21-2025
Graduate Advisor
April Regester PhD
Committee
Shawn Woodhouse PhD
Cody Ding PhD
Magen Rooney-Kron PhD
Abstract
After the Higher Education Opportunity Act was passed in 2008, inclusive postsecondary programs for students with intellectual disability (ID) have grown on campuses across the United States. These programs were designed to eliminate barriers that prevent students with intellectual disability from attending college in order to achieve positive employment outcomes and skills to increase independent living. While programs may be designed for those with intellectual disability, individuals may have multiple diagnoses, including intellectual and developmental disabilities (IDD). The relationship between a student and their secondary teachers can positively impact their future or present a barrier. Using the data from the Higher Education Needs Assessment Survey, which examines the views of special education teachers on inclusive postsecondary programs, this study aims to examine the relationship between specific perceptions of special educators and on-campus housing for students with ID. This study can shed light on the professional development needs of educators.
Recommended Citation
Lidgus, Jonathan, "What Factors Impact Teachers’ Beliefs about the Likelihood to Which Their Students with Intellectual and Developmental Disabilities Can Live on Campus" (2025). Dissertations. 1501.
https://irl.umsl.edu/dissertation/1501
Included in
Disability and Equity in Education Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons